AUGSBURG NOW
AUGSBURG
UNIVERSITY
SPRING–SUMMER 2017 | VOL. 79, NO. 2
COMING SEPTEMBER 2017
PHOTO BY STEPHEN GEFFRE
Vice President of Marketing
and Communication
Rebecca John ’13 MBA
rjohn@augsburg.edu
NOTES FROM PRESIDENT PRIBBENOW
On the power of both/and
I am writing these notes on c... Show more
AUGSBURG NOW
AUGSBURG
UNIVERSITY
SPRING–SUMMER 2017 | VOL. 79, NO. 2
COMING SEPTEMBER 2017
PHOTO BY STEPHEN GEFFRE
Vice President of Marketing
and Communication
Rebecca John ’13 MBA
rjohn@augsburg.edu
NOTES FROM PRESIDENT PRIBBENOW
On the power of both/and
I am writing these notes on commencement
weekend when we have just sent the final
graduates of Augsburg College into the world,
full of promise and aspiration—as has been the
case for almost 150 years. As you will read in
this issue of Augsburg Now, the change of our
name to Augsburg University will become official
in September, and we will welcome the incoming
class on Labor Day weekend. We are busy
preparing for this exciting new era for Augsburg!
For some, the name change may reflect
a break with Augsburg’s past. For others,
perhaps this is a welcome acceptance of the
need to embrace the future. For the Augsburg
community, however, the change is a remarkable
opportunity to re-present Augsburg to the
world—to tell a story that is about an abiding
mission and identity shaped by faith, and
academic and civic values, and at the same
time to point to innovative and urgently needed
responses to our dynamic environment. In
other words, this change is about the pivot
from “either/or” to “both/and.” This is about
embracing the best of past, present, and future.
This is about Augsburg University.
The almost 1,000 Auggies who commenced
into the world this spring reflect in their
achievements and aspirations the foundation for
embracing this change.
Across undergraduate and graduate programs,
the Class of 2017 achieved academic excellence
of the highest order, excellence that defines a
university: national and international honors for
scholarship and service; exemplary undergraduate
research that equips students for graduate
work and professional opportunities; innovative
community building that strengthens democratic
engagement; and a commitment to equity in
education that promises to change the world.
At the same time, our newest graduates
reflect the diversity that we expect in a
university—diversity of ethnicity, thinking, life
experience, identity, and ability—diversity not
for its own sake but for the promise of a more
robust, healthy, and just world. As I watched our
diverse graduates cross the stage, I could not
help but be filled with hope in our future leaders
who already have learned to navigate difference
in ways that unite rather than divide.
In a final way, these newest Augsburg
graduates offer a perhaps countercultural
lesson about what makes for a great university.
Though some imagine a university as big and
bureaucratic and faceless, Augsburg has a
vision to be a new kind of student-centered,
urban university—small to our students and
big for the world. The sense of community was
palpable in our commencement ceremonies as
graduates cheered each other and celebrated
the relationships they have forged at Augsburg,
lifelong relationships that engendered
achievement and success. And propelled by those
relationships, our graduates will indeed be “big
for the world,” as they live Augsburg’s mission as
“informed citizens, thoughtful stewards, critical
thinkers, and responsible leaders.”
Here’s to the power of “both/and” and the
promise of Augsburg University!
Director of News and
Media Services
Stephanie Weiss
weisss@augsburg.edu
Director of Marketing
Communication
Stephen Jendraszak
jendra@augsburg.edu
Communication Copywriter
and Editorial Coordinator
Laura Swanson Lindahl ’15 MBA
swansonl@augsburg.edu
Senior Creative Associate, Design
Denielle Johnson ’11
johnsod@augsburg.edu
Production Manager
Mark Chamberlain
chamberm@augsburg.edu
Marketing Copywriter
Jessica Mueller
muellerj@augsburg.edu
Contributing Writers
Kate H. Elliott
Jen Lowman Day
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
Faithfully yours,
Send address corrections to:
alumniupdate@augsburg.edu.
Send comments to:
now@augsburg.edu
PAUL C. PRIBBENOW, PRESIDENT
AUGSBURG NOW
Spring–Summer 2017
02 Around the quad
08
Preserving Norway’s
treasures
12
Augsburg University
name change
18
Winning the long game
24
Auggies connect
28
Class notes
33
In memoriam
PHOTO BY COURTNEY PERRY
On the cover
Augsburg College will become
Augsburg University effective
September 1. Learn more about
this historic transition on page 12.
An Auggie passes by the first art installation in the Norman and Evangeline Hagfors Center
for Science, Business, and Religion. This new academic building, which will open in January
2018, celebrates Augsburg’s commitment to learning at the intersection of disciplines.
Glass fritting on the lobby curtainwall depicts the pattern of Martin Luther’s handwritten
score of “A Mighty Fortress is Our God” overlaid with the cell structure of elm wood.
“Knowing that light will pour through the tall glass of the Hagfors Center, and that
people will pass through the reflected shape of the notes of this stirring hymn, ties the
whole idea of the building together for me. Science, business, and religion, drawn together
in space, time, and rhythm of the ages,” said Augsburg President Paul C. Pribbenow, who,
with his wife, Abigail Crampton Pribbenow, sponsored the artwork.
AROUND THE QUAD
HONORING
PHOTO BY COURTNEY PERRY
Retiring Faculty
RALPH BUTKOWSKI
MAGDA PALECZNY-ZAPP
Assistant Professor, Department of
Biology—with the College
since 2001
Associate Professor, Department of
Business Administration—with the
College since 1986
CASS DALGLISH
NOEL PETIT
Professor, Department of English—
with the College since 1986
Professor, Department of
Computer Science—with the
College since 1984
PETER HENDRICKSON ’76
Associate Professor, Department of
Music—with the College since 1994
BOYD KOEHLER
Associate Professor, Library—with
the College since 1967
SANDRA OLMSTED ’69
Associate Professor, Department
of Chemistry—with the College
since 1978
DEBORAH REDMOND
Assistant Professor, Department of
Communication Studies—with the
College since 1981
STUART STOLLER
Professor, Department of Business
Administration—with the College
since 1986
TARA SWEENEY
Associate Professor, Department of
Art—with the College since 1990
Auggies advocate at
STATE CAPITOL
The Augsburg community
celebrated the Class of 2017 on
Saturday, April 29. In a morning
ceremony, 503 traditional
undergraduate students were
conferred their degrees. In the
afternoon, the school recognized
469 adult undergraduate, master’s,
and doctoral students—50 of
whom studied at Augsburg’s
Rochester site. [Pictured]: Fatimah
Kinaphone ’15, ’17 MBA receives
her master’s degree hood.
2
AUGSBURG NOW
PHOTO BY STEPHEN GEFFRE
COMMENCEMENT
Augsburg College students recently visited the Minnesota State Capitol to
participate in advocacy events hosted by the Minnesota Private College
Council. First, in February, two of Augsburg’s TRIO McNair Scholars took
part in a Private College Scholars at the Capitol event that promoted the role
undergraduate research plays in students’ educational and professional
development. Then, in April, Auggies met with Minnesota representatives
and senators for Day at the Capitol.
These students advocated for
several programs, including
Minnesota State Grants, that help
undergraduates afford higher
education.
[L to R]: Professor of Sociology Diane Pike
advised McNair Scholar Devin Wiggs ’17, who
was invited to present his undergraduate
research project at Scholars at the Capitol.
AROUND THE QUAD
TICKETS ON SALE:
NOBEL PEACE
PRIZE FORUM
Visit nobelpeaceprizeforum.org to find ticket, presenter, and schedule information.
PHOTO BY RICKY TAYLOR ’17
COURTESY PHOTO
September 15-16
Each year, the Nobel Peace Prize Forum offers opportunities to learn from the world’s most
celebrated, innovative, and dedicated peacemakers. Hosted and presented by Augsburg, the
Forum invites attendees to turn abstract ideas into the skills our world needs for fostering
better relationships and for building peace. In September, international guests from leading
organizations will explore the theme “Dialogue in Divided Societies” and honor the work of
the Tunisian National Dialogue Quartet, the 2015 Nobel Peace Prize laureate, for its decisive
contribution to building a pluralistic democracy in Tunisia after the Jasmine Revolution of 2011.
Electronics lab is electrifying!! Building the circuits of
tomorrow, today. #MaroonMilestone @AugsburgCollege
FUEL FINISH
THERE IS, PERHAPS, NO GREATER CURE
FOR STRESS than taking a moment to
acknowledge the good. As Augsburg students soldiered through the last week
of classes this spring—turning in final papers and finishing projects—they
also made time to reflect on their achievements in 2016-17. Students posted,
tweeted, and shared #MaroonMilestones on social media, and soon a powerful
collective story came together. Whether it was winning athletic championships,
landing job interviews, or beating cancer, Auggies finished strong.
FOR THE
CELEBRATING
STUDENT
SUCCESS
FUEL
E
FOR TH
FINISH
For those who posted
#MaroonMilestones, Augsburg
partnered with its food service
provider, A’viands, to provide handdelivered treats and cheerful notes
that offered additional fuel for the end
of the term, though physics students
kept their beverages safely stationed
outside the lab (pictured above)!
Read about the scope of prestigious academic
achievements, awards, and honors earned by Auggies
during the 2016-17 year at augsburg.edu/now.
SPRING–SUMMER 2017
3
PHOTO BY RICKY TAYLOR ’17
AROUND THE QUAD
After a morning practice, goaltender Jordyn Kaufer ’17 and members of the Augsburg men’s
hockey team presented Minasie Theophilos with a check for $5,000. In comments aired on
KARE 11 news, Kaufer told Theophilos the sum was, “A token to give you thanks for your
selflessness, your service, your care to the rink and the guys.”
Honoring
Luther’s legacy
To mark the 500th anniversary
of the Reformation, Augsburg is
hosting a series of events this fall.
Visit augsburg.edu/ccv/events
for dates and details.
4
AUGSBURG NOW
A SEASON OF REFORMATION CELEBRATIONS!
In September, Augsburg will welcome the fourth
presiding bishop of the Evangelical Lutheran Church
in America, the Rev. Elizabeth Eaton, as an honored
speaker for the Bernhard M. Christensen Symposium.
To mark Augsburg College Heritage Day in October,
Associate Professor of Religion Mary Lowe will lead a
discussion on the revolutionary life of Martin Luther.
In November, award-winning musical group The
Rose Ensemble will present “Welcome the People: The
Musical Legacy of the Reformation.”
To kick off the holiday season in December, Augsburg
will host Advent Vespers with the theme “Welcome,
Noble Guest,” inspired by Martin Luther’s hymn “From
Heaven Above.”
AROUND THE QUAD
MINASIE THEOPHILOS has cared for Augsburg’s athletic facilities—most notably the ice arena—
during his more than 25 years of service on the College’s custodial staff. Theophilos and the men’s
hockey team developed a life-changing relationship that was shared by media outlets across the
United States and around the globe.
When members of the team learned that Theophilos’ mother had died in Ethiopia—a home
Theophilos hasn’t seen for nearly 35 years—and that Theophilos missed her funeral because he didn’t
have the money to visit, the team created a fundraiser. In less than 48 hours, the players and Auggies
worldwide raised thousands of dollars for
Theophilos to use to visit his family.
Today, Theophilos and his wife are planning a
trip to see his father and their families, thanks
to a special friendship with the Augsburg
athletes he has supported for decades.
PHOTO BY RICKY TAYLOR ’17
FRIENDSHIP ON ICE … AND OFF
right,’
ou raised ’em
‘y
of
y
or
g
te
ca
“In the
y team.”
Augsburg hocke
e
th
of
s
d
ki
e
we give you th
—Bob Collins,
Minnesota Public Radio News Cut
COURTESY PHOTO
Who’s on first? Auggies are! This spring, the Augsburg baseball team kicked
off its season at U.S. Bank Stadium, competing in four nonconference
doubleheaders. The new Minnesota Vikings venue is only a stone’s throw (or
a really strong pitch) from Augsburg’s campus.
SPRING–SUMMER 2017
5
PHOTO BY STEPHEN GEFFRE
ON THE SPOT
IT’S SIMPLE MATH: Fewer people are entering the teaching profession, more are
leaving it, and many educators lack the qualifications required to teach Minnesota’s
increasingly diverse student body. These factors have prompted teacher preparation
programs—including those at Augsburg—to adapt in support of more inclusive,
flexible learning environments that accommodate a spectrum of needs and abilities.
As the director of education programs at Augsburg’s Rochester location, Kaycee Rogers is working alongside colleagues
and legislators to better support and retain teachers and to inspire a more diverse workforce. She is driven to ensure the
next generation of Minnesotans experience a meaningful education through hands-on, relevant learning.
Q:
How does educating, training, and
employing K-12 teachers with specialty
backgrounds improve our schools?
A:
The demographics of our student
population have changed given the
influx of new populations into our welcoming
state and education’s shift to incorporate
students with special needs into the general
classroom. Because of this, teachers with
specialty licenses are in demand, and these
positions are often tough to fill. Augsburg
is leading the charge to offer broader
licensures, which prepare teachers to
succeed in today’s classrooms and qualify
them for a wide range of teaching positions.
Exposure to more teaching strategies
and more specializations helps teacher
6
AUGSBURG NOW
candidates adapt and innovate so they can
offer students multiple access points for
understanding.
Q:
A:
What’s an example of an innovative
teaching strategy?
Students learn best when they’re
engaged in experiences that matter to
them. We’ve been incorporating real-world,
student-led experiences into the classroom,
and the results are impressive. Augsburg
teacher candidates, for instance, are helping
fourth- and fifth-graders write grants, speak
to community groups, navigate teamwork,
and participate in democracy. It’s been
amazing to watch our teachers transition
to more of a coaching role, while students
PHOTO BY BRENDAN BUSH
Education expert Kaycee Rogers describes how an inclusive,
agile K-12 model can help Minnesota classrooms make the grade
take the lead to apply classroom learning to
issues and situations of meaning to them.
Q:
A:
How do teachers recognize students’
home cultures and diverse experiences?
Although “English as a Second
Language” is a widely used term, we
say, “English learners,” because it’s more
accurate given that some students learn
English as a third or fourth language. We
also celebrate home culture and language
rather than asking students to check their
heritage at the door.
In special education, we try to be more
inclusive. It used to be that educators
relied on what was called a medical
model of diagnosis and treatment. Today,
AROUND THE QUAD
Outstanding
EDUCATORS
Share your ideas for
Each year, Augsburg recognizes
individuals who have made
exemplary contributions to creating
an engaging academic learning
environment. The 2017 recipients
of the Distinguished Contributions to
Teaching and Learning awards are:
AUGSBURG’S 150TH ANNIVERSARY
CELEBRATION
1869-2019
Visit augsburg.edu/150 to
submit your suggestions.
Alumni, parents, friends, faculty, and staff are invited to
celebrate Augsburg’s 150th anniversary in 2019. What
aspect of your Augsburg experience would you like to
highlight during the sesquicentennial year? Were you
connected to a team, an organization, or a department
that made a difference? Would you like to see a reunion
for your favorite activity—whether it was campus
ministry, KAUG radio, student government, or a music
ensemble? Let us know how to best honor Augsburg’s
past, present, and future.
Teaching
Full-time faculty
Joyce Miller ’02, ’05 MAN, ’11 DNP,
assistant professor and Nursing
Department chair
Part-time faculty
Alyssa Hanson ’01, mathematics and
statistics instructor
Scholarship
William Green, professor of history
Service
Q:
A:
David Crowe, associate professor of
biology
How do we inspire a workforce that is
more reflective of diverse classrooms?
It’s well documented that students
retain more information and have a
positive view of education when they relate
to teachers. We want to reach out to people
who look like our students and come from
the same backgrounds, particularly those
already working as teacher aides or in other
supporting roles. Growing teachers from
within each community’s diverse population
will beget more teachers of color and inspire
some to remain in their community to make a
lasting difference.
Stella Hofrenning, associate professor
of economics
Dixie Shafer, director of
Undergraduate Research and
Graduate Opportunity
PHOTO BY BOB STACKE ’71
we recognize that our role isn’t as much
about changing someone as it is about
using an approach that welcomes learners
of different styles, that encourages support
networks to address, adapt to, and respond
to each young person. We seek to accept,
listen, and innovate as we help students
gain as much as possible to prepare them
for a fulfilling life.
Both approaches fall under an umbrella
of universal design that can be applied to
all students, regardless of ability. If our
goal is understanding, then we must create
multiple access points for students. We urge
teacher candidates to get to know students,
their families, and the community to
appreciate the backgrounds coming together
in each classroom.
[L to R]: Stella Hofrenning, Dixie Shafer,
William Green, Joyce Miller, David Crowe, and
Alyssa Hanson.
SPRING–SUMMER 2017
7
PHOTO BY ANNAR BJØRGLI
8
AUGSBURG NOW
Juliane Derry ’00 works on an artifact from Norway’s national collection.
As an objects conservator, she studies and preserves historical materials.
BY LAURA SWANSON LINDAHL ’15 MBA
“As you can see, I’m not in my office,” says
Juliane Derry ’00 answering a video call and
gazing toward the cell phone resting in her
outstretched palm. “It’s kind of a little crisis.”
Behind her, a warehouse complex comes into
focus. It looks tidy—for the most part—but
there’s chaos emerging in what otherwise would
be a meticulously organized space.
Derry is standing in one of the storage
facilities for Norway’s Nasjonalmuseet, the
National Museum of Art, Architecture and
Design, and she is responding to an immediate,
all-hands-on-deck plea to mitigate an unnerving
discovery in the archive: water.
“Oxygen, light, and variations in
humidity are the things that cause
damage,” Derry said, hours later,
offering a primer on the fundamental
culprits in the degradation of
historical materials. As a conservator
for the national museum in Oslo,
she plays a multifaceted role in
the institution’s efforts to hold,
preserve, exhibit, and promote public
knowledge about Norway’s most
extensive collections.
Vestbanen – Downtown Oslo
Future home of the Nasjonalmuseet
Norway’s new national museum will open
in 2020. Juliane Derry ’00 is working to prepare
hundreds of objects for public display.
Oslo, Norway
SPRING–SUMMER 2017
9
PHOTO BY ANNAR BJØRGLI
During her career, Derry has
restored furniture, objects,
frames, and gilded surfaces.
10
AUGSBURG NOW
“There are so many different materials in our
collection that we have textile, paintings, paper,
and book conservators,” said Derry, who is an
objects conservator specializing in furniture,
frames, and gilded surfaces. She has studied
restoration on three continents and has become
an expert in both preserving national treasures
and making new creations shine. Derry is
someone who excels at finding connections
between seemingly disparate areas. Her
conservation work blends science with artistry,
research with intuition, and the practical with
the theoretical.
Derry’s personal life has been filled with
complementary relationships as well. She was
born in Norway, and she lived there until age 15
when she, her sister, and her American mother
moved from the tiny alpine town of Ål to the
densely populated Twin Cities lying on the edge
of Minnesota’s prairie. Later, as an Augsburg
student, she focused on women’s studies,
international relations, religion, and studio arts.
“I took classes based on what interested me,”
Derry said, shrugging her shoulders. “When
you get out into the real world and meet new
people you begin to realize that [some of them]
followed a very narrow path. I’m not looking
down on that in any way, but I appreciate the
fact that I was able to experience so many
different things.”
As her former faculty advisor, History
Professor and Director of General Education
Jacqueline deVries acknowledges that
Derry is the type of person who thrives in
interdisciplinary programs like women’s studies.
Now known as “gender, sexuality, and
women’s studies,” the major includes courses
in biology, English, history, political science,
sociology, and other disciplines. And it seems
Derry’s inclination toward diverse opportunities
only increases with time.
“Juliane’s path is fantastic. She totally
wandered,” said deVries, who now counts Derry
among her friends. “I think she’d laugh that I
said that, but along the way she discovered a
true passion.”
Derry’s career in restoration and conservation
began because misdirected mail literally came
across her desk. Shortly after graduating
from Augsburg, Derry worked as an assistant
to buyers at Dayton’s, Minneapolis’ storied
hometown department store chain. Even though
she didn’t support staff in the furniture division,
she received heaps of catalogs for that area.
Eventually, a thoughtful colleague noticed
her growing interest in woodworking and
encouraged her to pursue her calling. After
some networking and introspection, Derry
signed up for a wood finishing program at
a technical college—an experience that
ultimately led to her launching a small
business, obtaining an advanced degree,
and developing industry contacts around
the world.
One of those connections is Don
Williams, an author, educator, scholar,
and furniture conservator who retired after
serving the Smithsonian Institution for 29
years. Williams was a guest lecturer who
instructed Derry during her Minnesotabased finishing program, and he became
a mentor as she took her education and
career to new levels.
Williams has taught hundreds of
students, and he’s noticed that those who
succeed often have similar predispositions.
“How many people do you know who
are both scientists and artists?” he
asked. “That’s what we are. If you are not
consumed by creativity, this is going to be
a miserable path for you. People need not
only creativity but also curiosity.”
For Derry, an eagerness to experiment
and to learn has triggered some of her most
defining life events.
After working a handful of day jobs and
operating an independent business in the
U.S. for three years, Derry enrolled in an
immersive, full-time restoration program
near Florence, Italy. There she gained
studio experience and new skillsets,
including the ability to speak Italian through
a crash course lasting a single month. After
completing the restoration program, Derry
moved with her wife, Jody Scholz ’97, to
Norway. Derry was armed with a portfolio
of recent work and ambition to relaunch her
business in the Land of the Midnight Sun.
“I ended up making a CD full of pictures
of various restoration projects, and I made
the rounds in town,” she said. “I looked up
people in the yellow pages and then handed
out my pictures. In the beginning I worked
a little bit at a frame shop, and then I got a
job in a gallery where I restored frames.”
During the years since, Derry’s workload
has grown to match her expertise, and
sometimes her expertise has grown due to
Derry prepares an Oslo
city model from the
1930s for display in an
architectural exhibit.
PHOTO BY ANNAR BJØRGLI
the requirements of her work.
She earned a master’s degree at the
University of Oslo’s Institute of Archeology,
Conservation, and History by completing a
project-based thesis that examined shellac,
a sealant created using a resin secreted by
insects. For this project, Derry conducted
fieldwork in the rural Jharkhand region of
India where villagers harvest stick lac—the
key ingredient that becomes shellac and
its by-products—and she analyzed the
chemical characteristics of several samples
at the Smithsonian’s Museum Conservation
Institute where Williams served as her
internship sponsor.
“Investigative problem-solving” is one of
the aspects Derry said she most enjoys about
her field, and her liberal arts experience at
Augsburg informs the way she approaches her
assignments. She uses traditional techniques
and materials in her conservation projects
whenever possible, and her ability to think
critically is paramount.
While employed at a furniture restoration
company, she was tasked with repairing
beloved pieces used by the Oscarshall
Summer Palace, the Office of the Prime
Minister, and private clients. She also has
served Fortidsminneforeningen, a nonprofit
that preserves and protects monuments,
including 40 of the stave churches located
throughout Norway.
“Ashes to ashes and dust to dust is not
only a homily, it is an inexorable law of
the universe,” said Williams, describing
the vital role individuals like Derry play
in preserving cultural heritage for future
generations. “Everything is going back to
dust. As conservators, it is our job—to
the extent that is rational—to slow that
process down and concurrently enjoy and
extract the most utility from an artifact on
its path.”
Today Derry’s workdays primarily are
devoted to making internationally important
materials accessible to the general public.
At the national museum, she has completed
assignments that range from applying gold
leaf on the frames of masterworks to cleaning
a plaster-of-Paris city model measuring more
than 100 square feet. And still, her current
undertaking is the largest one yet.
The Norwegian government is building
a joint “all-arts” museum, which is slated
to open in Oslo in 2020. Intended to be a
dynamic arena for people to interact with
the visual arts, the space requires new
exhibits so curators and conservators are
working hand-in-hand to select and prepare
pieces for display. Derry is in the midst
of locating, evaluating, cataloguing, and
potentially repairing 400 pieces of furniture
for the museum.
It’s a process that requires passion and
persistence—two words that also perfectly
describe the manner in which Derry has
shaped her career. She’s prepared to
address new challenges if issues arise in a
workshop, at a laboratory bench, or during
the process of managing complex projects.
Even in a soggy situation at a storage
venue, Derry sees the annoyance of
rewrapping objects impacted by a minor
cooling system leak as an opportunity to
formulate a plan for the future should staff
ever need to address a true disaster.
“She can pursue something with
intelligence and diligence and still with a
smile on her face,” Williams said. “That’s
an unusual gift.”
SPRING–SUMMER 2017
11
AUGSBURG UNIVERSITY:
SMALL TO OUR STUDENTS
AND BIG FOR THE WORLD
BY REBECCA JOHN ’13 MBA
O
n September 1, “Augsburg College” officially will become
“Augsburg University”—a change approved by both the Board
of Regents and the Augsburg Corporation.
For generations of Augsburg alumni and friends, it may seem like
the place always has been called “Augsburg College.” That’s been
the formal name of the school for the past 54 years.
Over the course of the school’s history, nearly 24,000 people
have completed degrees at Augsburg. With so many Auggie alumni
accustomed to thinking of Augsburg as a college, why change the name?
In short, the term “university” illustrates the breadth of Augsburg’s
current reality and goals for the future. And, “while our name is
changing,” said Augsburg President Paul C. Pribbenow, “the essence
of who we are is not.”
As the first seminary created by Norwegian Lutherans in America,
the name Augsburg—chosen by the school’s founders in 1869 to
honor the Augsburg Confession—always has defined the ethos of
this institution and its mission to support those called to service in
the world. Since its founding, Augsburg has been known by at least
four different names. The name has shifted as the school has grown,
but our commitment to an accessible, quality education has never
wavered. Likewise, our dedication to the Lutheran principles of
hospitality, service to the neighbor, and social justice is as steadfast
today as ever.
12
AUGSBURG NOW
In announcing the name change, Pribbenow affirmed
that becoming Augsburg University “does not alter our
dedication to integrating the liberal arts and professional
studies or our commitment to being small to our students
and big for the world.”
Rather than moving Augsburg away from its roots,
the name change helps Augsburg remain both faithful
to its heritage and relevant to the educational needs of
students in the 21st century.
Ever evolving, always Augsburg: Growth
in graduate programs
From its early years, Augsburg stressed that a good
education is practical and focused on educating
ministerial candidates and theological students as well as
farmers, workers, and businesspeople.
So, it’s no surprise that Augsburg today offers
a number of professional master’s and doctoral
degrees — a mix of programs that makes Augsburg
already more like a university than a college. While there
is no fixed definition outlining the distinction between a
“college” and a “university,” offering post-baccalaureate
degrees commonly is associated with institutions named
as universities.
Augsburg’s first advanced degree program, the
Master of Arts in Leadership, launched 30 years
ago. Since then, 3,700 people have earned master’s
or doctoral degrees from Augsburg. This past fall,
Augsburg’s graduate enrollment reached a record
high — representing 28 percent of total enrollment — and
continued growth in Augsburg graduate programs is
anticipated in the coming years.
An international perspective
Today, Auggies live and work all over the world. In many
countries and cultures, the word “college” is associated
with a high school-level education. Alumni who work
in international settings have noted that they already
refer to their alma mater as “Augsburg University” in
order to avoid confusion. For the same reason, the name
change also will help Augsburg be more attractive as a
destination for international students, which represents a
potential growth area for Augsburg.
A view from the outside in
With nearly 150 years of history, it’s no surprise that
Augsburg is well known in the region—even among
people who haven’t (or haven’t yet) studied here. What
impact would a name change have on their perceptions
of Augsburg? We asked the following groups to share their
thoughts:
• high school students,
• parents of high school students,
• high school counselors,
• people considering getting an advanced degree, and
• people who didn’t finish an undergraduate degree
right after high school and are thinking about going
back to school to earn a bachelor’s.
These conversations generated several important
insights, but the core takeaway is that Augsburg’s reality,
reputation, and promise are aligned with the name change.
Our reality and reputation. Conversations with
members of the general community demonstrated
that people associate the word “university” with a
number of attributes that clearly apply to Augsburg.
Specifically, people view universities as having high
academic standards, a commitment to research, strong
international programs, and diverse student populations.
Augsburg has robust programs for scholarly research
and global study, and is recognized nationally for its
leadership in inclusion and equity. In many ways,
Augsburg already embodies much of what people expect
of a university.
The promise of a student-centered university. We also
learned from these conversations that Augsburg has a
strong reputation for direct student-faculty engagement.
We already know how important this is to our alumni,
students, faculty, and staff, but it was gratifying to hear
that members of the broader community also value
Augsburg as a student-centered organization.
This is something Augsburg needs to ensure does
not change. Augsburg University will not become an
institution marked by big campuses or large studentto-faculty ratios. Instead, as is articulated in our
Augsburg2019 strategic vision, Augsburg will be a new
kind of student-centered university, and just as we have
done for decades, Augsburg will remain committed to
educating students for lives of purpose in a vibrant,
engaged learning community.
Learn about the visual identity of Augsburg University
on the following pages.
Learn more about the Augsburg2019 strategic vision, the
name change, and the logo update at augsburg.edu/now.
SPRING–SUMMER 2017
13
AUGSBURG NAME CHANGE HISTORY
1869
1872
1892
1942
AUGSBURG
SEMINARIUM
THE NORWEGIAN DANISH
EVANGELICAL LUTHERAN
AUGSBURG SEMINARY
AUGSBURG
SEMINARY
AUGSBURG COLLEGE AND
THEOLOGICAL SEMINARY
EMBRACING OUR LEGACY
AND OUR FUTURE
When Samuel Gross ’03 was a student at Augsburg, he
designed the original Auggie eagle-head symbol as an
assignment for one of his graphic design courses. The design
was so good, Augsburg ended up buying the rights to the
image and has used the eagle symbol for campus life, student
organizations, and athletics for the past 15 years.
During that time, Gross became an award-winning designer
and creative director who founded his own graphic design
firm, 144design, with a specialty in developing logos for
clients. So, when Augsburg needed to update its logo as part
of the transition to the Augsburg University name, it was a
perfect opportunity to re-engage with Gross to envision and
design the next-generation Augsburg logo.
“Early on, our conversation about the logo confirmed that
this project should be an evolution of the Augsburg brand, not
a revolution,“ Gross said. “We wanted to preserve the strong
recognition that has been built for Augsburg over time.
“Our goal was to preserve and respect the historic nature
of Augsburg’s logo — especially since it already has strong
14
AUGSBURG NOW
[Top Left]: The Augsburg “A”
shape is reimagined.
[Top Right]: Samuel Gross ’03
works on Augsburg University’s
visual identity in April 2017.
[Left]: Gross shows off
merchandise displaying
the first eagle-head symbol
shortly after he created it for
Augsburg in 2003.
energy and good familiarity — while at the same time creating
a treatment that also embraces the future,” he said.
The results, including the updated Augsburg logo, “A”
icon, and eagle-head symbol are shown on the next page.
Separately, the Augsburg seal — which is used on transcripts,
diplomas, and other official documents — was updated by
Augsburg staff Mark Chamberlain and Denielle Johnson ’11 and
is shown on pages 16-17.
1963
2017
AUGSBURG
COLLEGE
AUGSBURG
UNIVERSITY
UNIVERSITY
COLLEGE
Augsburg marks: honoring the legacy
Augsburg logo
Augsburg “A” icon
Eagle-head symbol
The Augsburg University logo is
designed to feel familiar to people who
are already acquainted with the College
logo, connecting the new design with
Augsburg’s legacy. In the new logo, the
word “Augsburg” is more bold than the
word “University.” This approach was
informed by research suggesting that
people’s strong associations are with
the name, “Augsburg,” whether or not it
is followed by “College” or “University.”
The font selected for “Augsburg”
conveys an established, academic feel,
while the font for “University” provides
a sleek, contemporary balance. The
contrast of the two words creates a
dynamic energy.
By strengthening the design of the
“A” icon — broadening its base
and making the vertical strokes
bolder — Augsburg will be able
to use the “A” icon as a standalone graphic element much more
frequently and effectively going
forward.
For example, current plans call
for the “A” icon to be installed on
the shorter ends of the sign on
top of Mortensen Hall. This is one
of the most visible signs in the
region and will be updated this
summer as part of the transition to
“Augsburg University.”
The eagle-head symbol is stronger
and bolder with this evolution.
Whereas the original design lost
detail and contrast when translated
to black-and-white treatments,
the updated design is much more
effective across a broader range
of uses.
Currently, designs using the
updated eagle-head symbol are
under development for an array of
installations—from the Si Melby
gym floor and the Edor Nelson
athletic field scoreboard to the
Christensen Center student lounge
and merchandise sold in the
Augsburg bookstore.
SPRING–SUMMER 2017
15
AUGSBURG UNIVERSITY SEAL: HISTORY AND MEANING
Past seals
T
he seal conservation process began as
Augsburg College explored the steps
involved in changing its institutional
name to Augsburg University. The seal
enhances an original centennial
symbol design and aligns with the
institution’s current reality,
reputation, and promise.
THE AUGSBURG COLLEGE SEAL WAS
BASED ON A CENTENNIAL SYMBOL CREATED
BY PAUL KONSTERLIE ’50.
THE LION REPRESENTS AUGSBURG’S
NORWEGIAN-AMERICAN HERITAGE.
AUGSBURG’S CENTENNIAL SYMBOL,
CREATED BY KONSTERLIE.
THE LAMP OF LEARNING
DEPICTS SOUND SCHOLARSHIP.
THE FONT WAS INSPIRED
BY THE CENTENNIAL SYMBOL.
THE SEAL FOR AUGSBURG COLLEGE
AND THEOLOGICAL SEMINARY
FEATURED MARTIN LUTHER.
16
AUGSBURG NOW
AUGSBURG WAS FOUNDED IN 1869
IN MARSHALL, WISCONSIN, AND
MOVED TO MINNEAPOLIS IN 1872.
THE CROSS DEPICTS THE SIGNIFICANT
RELATIONSHIP BETWEEN THE
CHURCH AND HIGHER EDUCATION.
THE SILHOUETTE OF THE
MINNEAPOLIS SKYLINE EMPHASIZES
AUGSBURG’S METROPOLITAN
RESOURCES AND OPPORTUNITIES.
THE DEEPLY THEOLOGICAL
STATEMENT, “THROUGH TRUTH
TO FREEDOM,” SUMMARIZES
THE BELIEF THAT THE TRUTH
SETS US FREE TO BE EDUCATED
AND TO SERVE.
THE EAGLE REPRESENTS
U.S. DEMOCRACY.
THE FOSHAY TOWER RETURNS TO THE CENTER OF THE
SEAL AS A NOD TO AUGSBURG’S CENTENNIAL SYMBOL.
SPRING–SUMMER 2017
17
PHOTO BY DON STONER
PHOTO BY COURTNEY PERRY
[L to R]: At an Auggie Compass event, panelists Mike Gallagher ’12, Katie Jacobson ’11,
and Dan Brandt ’11 spoke to students about the journey from college to their careers.
PHOTO BY COURTNEY PERRY
[Left]: This fall, student-athletes engaged in
team-building exercises led by U.S. Marines.
18
AUGSBURG NOW
[Above]: Student-athletes kicked off evening
workshops by dining together.
WINNING
THE LONG
GAME
BY KATE H. ELLIOTT
Meaningful, relevant workshops
equip students to excel in the
classroom, competition, and
their careers
S
tudent-athletes file past tables,
stacking breadsticks on mounds of
pasta, but this crew isn’t carb-loading
for the next matchup. The nearly 550
students from Augsburg’s 19 sports teams
are preparing to tackle Auggie Compass—a
series of workshops and team-building
exercises designed to inspire personal and
professional success. After piloting the
program in 2014-15, Augsburg Athletics
recruited this year’s lineup of on- and
off-campus partners to engage each class
in issues relevant to each stage of their
undergraduate lives.
Associate Athletic Director Kelly
Anderson Diercks said the biannual
series starts a conversation with studentathletes, then builds upon those
themes each year as Auggies develop
the confidence, expertise, and support
networks they need to navigate known and
unknown challenges during college and
after graduation. For instance, first-year
students discussed study skills, time
management, and wellness, while seniors
learned about financial planning, living
their values, and networking techniques.
“When I moved into my first house,
I didn’t know furnaces had filters, and
that’s just one example of the many things
I should’ve known—but didn’t—before
graduation,” said Anderson Diercks, who
spearheaded the program. “We developed
Auggie Compass from the best aspects of
similar programs and from conversations
with our coaches, student-athletes, and
alumni. Our students seem more aware
of campus and community resources and
better prepared to excel in the real world.”
Panel of alumni shares lessons
from ‘professional lumps’
Among the spring event’s most popular
sessions was a student-athlete alumni panel,
“Not Where They Thought They’d Be,”
which—as the title suggests—invited alumni
to share lessons from their not-so-straight-orsmooth paths to personal and professional
fulfillment. Mike Gallagher ’12 was among
the four panelists asked “not to sugar coat”
their transitions to the workforce.
“My first paid job out of college lasted
21 months before I was laid off with 25
SPRING–SUMMER 2017
19
PHOTO BY COURTNEY PERRY
PHOTO BY COURTNEY PERRY
PHOTO BY COURTNEY PERRY
Auggie Compass workshops target needs and issues specific to the phases in student-athletes’ academic and personal journeys. Each session builds
upon the previous event, equipping Auggies with a deeper understanding of their values, career preparation, and wellness practices.
percent of the company’s workforce,
and that’s just one example of the
professional lumps we shared,” said
Gallagher, an academic advisor at
Walden University and the on-air host/
producer of Gopher Sports Update and
MIAC Weekly. “Our stories reinforced
that new graduates likely will have
to do things they don’t enjoy as they
work toward goals. But we encouraged
them to channel the persistence and
dedication they gained as athletes
toward new challenges and to say ‘yes’
to any opportunity to better themselves
or gain new skills.”
Gallagher, also a freelance sports
broadcaster and emcee, talked openly
about his path, which is a fairly common
one: going to college with hopes of
playing professional baseball, then
realizing he wasn’t any better than his
teammates. Then, struggling to find
balance within the fun, demanding
routine of workouts, competitions,
classes, and life until he walked across
the commencement stage and into a
9-to-5 job without the sport, the people,
and the routine he’d always known. “It
is, indeed, a huge wakeup call,” he said.
Women’s golfer Wendy Anderson ’17
was among the seniors who rotated
through the panel discussion. The double
major in music business and accounting
said she valued sessions about financial
planning and interviews, but the alumni
20
AUGSBURG NOW
panel resonated with her the most.
“I’m a type-A, perfectionist planner.
Hearing their stories reassured
me that I may not end up where I
thought I might, but because of these
types of sessions and my Augsburg
experience, I’ll survive and hopefully
have a fulfilling career,” she said. “I’m
glad I attended sessions about fiscal
responsibility, but workshops that
encouraged us to consider our values
and worth and to step outside our
comfort zones were the most rewarding.
Guidance from Auggie Compass
sessions paired with the entirety of our
experiences prepares us to achieve.”
Athletic Director Jeff Swenson ’79 is
glad to hear student-athletes position
Auggie Compass within the greater
framework of their Augsburg education
and athletic experience. The lessons
and skills are interconnected, he said,
strengthening one another.
“Our athletes learn to win and lose
with class, to embrace leadership, and
to play their role—whatever that may
be—to achieve a shared goal,” said
Swenson, who has been a member
of the Augsburg community for more
than 30 years as a student, coach,
and administrator. “These are all great
lessons for life after sports, and Auggie
Compass builds upon what teams and
coaches are already instilling. At our
core, we are about community and
supporting these fine student-athletes
on their journey. Auggie Compass
prepares them to carry that legacy out
to the world.”
Building skills to navigate a
complex environment
Mike Matson ’07 knows all about
Augsburg’s core principles. They guided
him through his time as one of the
College’s top linebackers, then through
seminary, and now in his role as an
assistant director of leadership gifts at
the College. Matson said Augsburg’s
commitment to diversity, inclusion, and
community outfits students with empathy
and poise to respectfully engage in
meaningful conversations and authentic
relationships. He talked with juniors
about how to lead difficult conversations.
“We live in a complicated world
with complex people and issues, and
those who are able to have difficult
conversations in a respectful manner
advance progress and understanding,”
said Matson, who also serves in the
Navy Reserves and as chaplain for
the Minneapolis Police Department.
“Instead of talking at the students,
we challenged them to work through
case studies. I can’t say I was all that
surprised at how well they handled
themselves, but I was impressed
with how willing they were to share
PHOTO BY DON STONER
PHOTO BY COURTNEY PERRY
This spring, members of the junior class headed to the gym for basketball and bean bag competitions with Special Olympics
athletes, and in September, first-year students learned techniques to manage stress and practice mindfulness.
vulnerabilities, speak about biases,
and view situations through alternate
perspectives. It was amazing to watch
‘community’ happen.”
Unified tournament puts
principles to practice
Student-athletes didn’t only talk about
ideals, they practiced them. Juniors
headed to the Si Melby gymnasium to
compete alongside 40 Special Olympics
athletes in basketball and bean bag
toss competitions. Jennifer Jacobs, who
organized the volunteer effort, said the
tournament underscored Augsburg’s
commitment to service and inclusion.
“We added [the unified competition]
because civic engagement is one of the
college’s co-curricular learning outcomes,”
said Jacobs, then-assistant athletic director
and assistant volleyball coach. “We decided
to collaborate with Special Olympics
because of an NCAA Division III partnership
with the organization and because our
ongoing involvement with the area chapter
continually inspires our students.”
Student-athlete Cody Pirkl ’18 had never
interacted with Special Olympics athletes
before the Auggie Compass event this
spring. Initially, the baseball player had
not been excited about the obligation on
what otherwise would have been a free
night. But as he said goodbye to Special
Olympics teammates, the social work major
said it felt like parting with dear friends.
“We, as college athletes, become so
focused on our own goals and everyday
lives that we forget how rewarding it
is to give back to others,” Pirkl said.
“Our involvement with Special Olympics
shines Augsburg’s positive light on our
broader community, but it also gives us
meaningful perspective. Watching the
Special Olympics athletes’ pure love of
the game reminded me how lucky I am
and how much I love to play.”
Pirkl said he and his teammates took
a lot away from the mix of formats and
engaging activities. That active structure
was intentional, Anderson Diercks
explained, as presenters played to
student-athletes’ competitive nature.
“For years, we had brought wonderful,
inspiring speakers to campus once
or twice a year to talk with students
about hot topics or enduring life-aftercollege lessons,” Anderson Diercks said.
“Although these experts offered great
perspective and information, the format
was a challenge, and we were never
able to cover as many of the topics as
we would have liked. The new Auggie
Compass format allows us to engage each
class in specific topics to prepare them for
the next year and beyond. We can more
easily adjust based on student feedback,
and it’s a nice way to highlight our alumni
and campus experts as well as celebrate
community partnerships and resources.”
Celebrating mindfulness and
meditation
One such resource is Jermaine Nelson, a
meditation and mindfulness coach and
yoga instructor. The former athlete urged
students to seek mind-body connections
as they strive to be more present. He also
reminded them to give themselves grace
during transitions and various phases of life.
“It’s so easy for student-athletes to
continue to eat and sleep how they did
in college without the same level of
activity, and then they look up one day
and realize they are out of shape and out
of sync,” Nelson said. “It’s important
to anticipate, on the field and in life, so
that you avoid injury and prepare for the
next phase of your life.”
Nelson wasn’t expecting to, but looking
out at the dozens of student-athletes
reminded him of his nephew, and
Nelson got personal. His nephew was a
promising college recruit, with plans to
play in the NBA, but he broke down from
all the pressure.
“I wish he would have had a program like
this when he was in school,” Nelson said.
“Imagine all the heartache and recovery he
would have avoided had he been offered the
tools to cope and achieve without grinding
himself into the ground. I worked with
him, and he’s on a good path now, but it
took a while. If Auggies can practice these
techniques now, they’ll succeed.”
SPRING–SUMMER 2017
21
Nelson’s talk reinforced some of the themes presented by
Augsburg’s Center for Wellness and Counseling.
For example, counselor Jon Vaughan-Fier and Beth Carlson, the
center’s assistant director, co-facilitated “Becoming Resilient
to Stress,” which challenged student-athletes to assess what
drains them and to identify ways to recharge. In addition to
discussing the importance of sleep, nutrition, and meaningful
relationships—among other topics—students engaged in yoga,
mindful breathing, and relaxation strategies.
As a senior, Chuckie Smith ’17 took part in Auggie Compass workshops on financial
planning, job search strategies, living authentically, and a variety of other topics.
During the Compass program’s pilot year, the entire CWC
staff also presented on a range of topics related to wellbeing,
including body image, depression, healthy choices, and stress
management, which Vaughan-Fier said is critically important for
today’s overly busy student-athletes.
“To emphasize the connection to sports and improved
performance, we showed testimonials from Seattle Seahawks
quarterback Russel Wilson about his ‘one play at a time’ mindset
and New York Knicks President Phil Jackson’s philosophy of
‘one breath, one mind,’” Vaughan-Fier said. “We hope these
tools help student-athletes as they strive to incorporate self-care
practices into daily life.”
According to a 2015 health survey, the top stressors among
Augsburg students are: a death or serious illness of someone
close, conflicts with roommates, parental conflict, and the end of
a personal relationship. Director of the counseling center, Nancy
Guilbeault, said the opportunity to interact with student-athletes
about these and other topics is a proactive way to introduce the
center’s role and resources.
“Mental health and GPA are linked, and they affect your
performance,” she said. “We want to make sure these studentathletes are working on their physical, mental, and spiritual
health and wellbeing. These sessions provide an overview and
tips, but we also encourage them to follow up with one-on-one
or group support.”
22
AUGSBURG NOW
Financial stressors, professional
communications among top concerns
A key barrier to wellness, Guilbeault said, is stress related to
finances—a worry that plagues many students, particularly studentathletes who might not have the time to hold a job or internship.
To build upon the counseling center’s session, Auggie Compass
introduced a practical question-and-answer session with Tommy
Redae ’09 MBA, a treasury management sales consultant and vice
president of Middle Market Banking for Wells Fargo in Minneapolis.
“Talking with upper-class students, I focused on the importance
of budgeting and managing credit for a healthy financial future,”
Redae said. “I shared several of the many online tools and apps to
help them stick to a budget and monitor credit for suspicious or
fraudulent activities.”
Also in the category of practical and purposeful guidance, Auggie
Compass enlisted faculty mentors Carol Enke and Shana Watters to
offer best practices for professional communications. The pair broke
student-athletes into groups to review and assess emails students
sent professors, many of them lacking clarity, starting with an
informal “hey,” or displaying accusatory language.
“Research shows that people read emails more negatively than
intended, and therefore, communicating effectively in this medium
reduces ambiguity and negative perceptions,” Watters said. “The
students did a great job of improving the emails, and we hope
they will apply the guidance we shared to communicate with
professionals now and in the future.”
Program reinforces Augsburg’s mission,
commitment to students
The blend of practical knowledge and conceptual, creative
exploration reflects Augsburg’s care for and commitment to
student-athletes, and it supports community-building across teams
and among coaches, said Swenson. This year, the program added
a track for coaches that focused on situational leadership, social
media training, and a DiSC® behavioral assessment inventory.
“We’re not offering Auggie Compass to check off the ‘personal
development box,’” Swenson said. “The program was developed
by former collegiate players, thinking about what they wished
they would have known, so that our student-athletes can have
more tools to reach for as they strive for success.”
The creation and evolution of Auggie Compass embodies some
of the innovation, self-reflection, and grit the program aims
to instill. Anderson Diercks said organizers continue to have
conversations with student-athletes, alumni, and experts to align
sessions with players’ needs and to reflect the latest trends and
topics. As a former athlete turned furnace-filter-changing adult,
she knows greatness doesn’t come from perfection but from the
drive to keep playing until you get it right.
HOMECOMING
THOUSANDS OF AUGGIES.
ONE AUGSBURG.
Celebrate the first Augsburg University Homecoming
NEW NAME. SAME SCHOOL SPIRIT. Gather among friends to celebrate the memories
and milestones that define your Augsburg experience. Whether it’s to participate in
a reunion, see campus updates firsthand, or cheer on a favorite team, it’s time to
register for this year’s historic Homecoming—the first as Augsburg University.
Interested in organizing
your reunion?
October 13-14
Call the Office of Alumni and Constituent Relations
at 612-330-1085 or email alumni@augsburg.edu.
Find accommodation information, the event schedule, and more at:
augsburg.edu/homecoming
FROM THE ALUMNI BOARD PRESIDENT
Dear alumni and friends,
s my second
year as Alumni
Board President
comes to a close, I
look back on the past
several months with
gratitude for what
the Alumni Board
has accomplished. We hope you have enjoyed
recent alumni events, both on campus and off.
At the start of my tenure, when I challenged
the Alumni Board to change, not a little, but
a lot, everyone stepped up to the plate and
went to work. Today the board maintains
more committees with fewer people on each,
operates with clearly defined goals for each
committee, and sustains a high level of
engagement. We’ve also partnered with staff
throughout the College to increase the board’s
effectiveness and relevance.
The Alumni Board continues to seek new
pathways to connect with students, whether
through mentoring, visiting classrooms, or
simply sharing tips on LinkedIn. Students
have said they enjoyed taking part in a
Homecoming lunch last fall where they had
the chance to share a table with distinguished
alumni who pursued similar fields of study.
We also held another successful Auggie
Networking Experience in February, and if you
couldn’t make it to campus, you’ll find some
tips for reluctant networkers on page 27.
In June, we transition board leadership. I’d
like to welcome Nick Rathmann ’03 as Alumni
Board President for the 2017-19 term. He
is full of energy, has a passion for Augsburg,
and is a dynamic leader with innovative ideas
to take the Alumni Board even further. He is
the athletic director at The Blake School, a
longtime supporter of Augsburg as a member
of the A-Club, and an all-around amazing
volunteer. The Alumni Board is in great hands
under his leadership.
I’d also like to recognize Greg Schnagl ’91,
who has led our Networking Committee for
the past two years. His passion for creating
meaningful connections between students and
alumni has helped make the Auggie Networking
Experience event bigger and better.
I recently moved away from the Twin Cities
for work, and I am so pleased to see alumni
events scheduled across the U.S. more often.
In the past two years, alumni gatherings
have occurred in Denver, Las Vegas, Raleigh,
Washington, D.C., and other cities. If you’re in
the Minneapolis area, we hope to see you at
some of this summer’s exciting alumni events!
JILL WATSON ’10 MBA, ALUMNI BOARD PRESIDENT
SUMMER
ALUMNI EVENTS
Minnesota United Soccer Night
June 21 | 7 p.m.
Republic
420 SE 23rd Ave., Minneapolis
Meet for an alumni reception at
Republic from 4:30–6:30 p.m.
before taking the light rail to
TCF Bank Stadium for a game.
7 People. 7 Passions. 7 Minutes.
July 7 | 7–9 p.m.
Sisyphus Brewing
712 Ontario Ave. W., Minneapolis
Hear idea-stirring talks from
seven passionate Auggies.
$10 covers your first beverage
and light appetizers.
Auggie Night at Canterbury Park
July 21 | 5:30–7 p.m.
1100 Canterbury Road,
Shakopee, MN
$5 reservation covers a buffet
meal, $5 of Canterbury Currency,
and reserved seating.
Happy Hour Squared
URBAN ARBORETUM
Join the Alumni Board to sponsor a tree
You can help transform Augsburg into an urban arboretum that serves as an educational
and community resource in harmony with the environment.
Join the Alumni Board’s effort to sponsor a tree in the urban arboretum planned for
Augsburg’s campus. The trees selected for this plan will surround the Hagfors Center
for Science, Business, and Religion and include species native to Minnesota. All gift
levels are welcome.
The total cost to sponsor a tree is $25,000, which includes long-term care and
maintenance. Help us reach this goal by December 2018! Visit augsburg.edu/giving for
more information or contact Amanda Scherer, assistant director of leadership gifts, at
scherera@augsburg.edu or 612-330-1720.
24
AUGSBURG NOW
September 5 | 5–7 p.m.
Brave New Workshop
824 Hennepin Ave.,
Minneapolis
Join alumnae business owners
Jenni Lilledahl ’87 and Jacquie
Berglund ’87 for a happy
hour with a purpose. Make
sandwiches for a good cause
and enjoy a FINNEGANS® as
part of Augsburg’s annual City
Service Day.
For more information and registration,
visit augsburg.edu/alumni.
COURTESY PHOTOS
AUGGIES CONNECT
[Top]: Travelers pose at Wat Chedi Luang Temple
in Chiang Mai, Thailand.
TRAVELING WITH
[Far Left–L to R]: Hans Wiersma and Lori
Brandt Hale, Department of Religion faculty
members and trip leaders, pose with Katie
(Koch) Code ’01, director of alumni and
constituent relations.
AUGGIES
This winter, 15 Auggies traveled to
Thailand and Cambodia with Augsburg
College Professor of English Kathy Swanson
and her husband, Jack, as their hosts.
“The trip was beyond amazing,” said
traveler and Alumni Board President Jill
Watson ’10 MBA. “Our hosts, Jack and
Kathy Swanson, have a passion for the
people and culture of Thailand that was
contagious throughout the trip. They
were always willing to share insights,
recommend food (such as sticky rice and
mango at a floating market) and go out
of their way to help others and ensure
everyone was having a great trip.
“Memories that stand out include
the elephant camp in Chiang Mai, Thai
cooking school, Angkor Wat in Siem
Reap, Light for Kids orphanage, and the
food ... all the foods!
“Traveling with fellow Auggies meant I
[Near Right]: Travelers stand in front of the
Castle Church in Germany where Martin Luther
nailed the 95 Theses to the door.
had at least one thing in common with so
many people I had never met before. By
the end of the trip, I had developed new
friendships, and I will be keeping in touch.”
Celebrating Lutheran heritage in
Germany and the Czech Republic
Last fall, another group of Auggies
traveled to the land of Luther to mark
the 500th anniversary of the Protestant
Reformation. Religion Department
faculty members Hans Wiersma and Lori
Brandt Hale led a group of 30 Augsburg
alumni and friends on a multi-city tour
that included Dresden, Prague, and
Wittenberg—the long-time home of
Reformation catalyst Martin Luther.
One of the highlights for Augsburg
Alumni Director Katie (Koch) Code ’01 was
the opportunity to be in Wittenberg on
Reformation Day. The town marked the
occasion with a festival, and the Augsburg
group visited Castle Church where Luther
nailed his 95 Theses to the door.
“At worship that morning we sang, ‘A
Mighty Fortress is our God,’ which took
me back to my Augsburg days enrolled
in the Luther and the Reformers class
with Religion Professor Mark Tranvik,”
Code said.
Minneapolis Star Tribune reporter Jean
Hopfensperger and photographer Jerry
Holt accompanied the group to chronicle
how Minnesotans observed the 500th
anniversary of the Reformation. In a story
published after the group’s return home,
Augsburg alumnae Carol Pfleiderer ’64 and
Kathleen Johnson ’72 described how the trip
itinerary offered participants opportunities
to build and reflect on their faith.
To view trip photos,
visit augsburg.edu/now.
SPRING–SUMMER 2017
25
A GIFT FOR
AUGSBURG IN
ROCHESTER
Louise and Regent
Emeritus Leland
“Lee” Sundet will
help Augsburg’s
Rochester site grow thanks to a generous
$1.5 million gift. The Rochester location
attracts more than 350 working professionals
to undergraduate and graduate programs in
business, education, health care, and nursing.
As longtime supporters of Augsburg,
including the Weekend College and Youth and
Family Ministry programs, the Sundets have
used their frugality to benefit others and to
raise the profile of Augsburg. Several years ago,
in an effort to better communicate Augsburg’s
identity locally, Sundet helped form a marketing
committee and was instrumental in choosing a
new logo with a cross embedded in the “A.” He
remains steadfast in his commitment to religion
and religious freedom as essential to
education.
In his 88 years, Lee has never lost
sight of the basics: thrift, generosity,
and faith.
“I also believe in old-fashioned
discipline—‘don’t spend it till you’ve earned
it,’” he said.
Lee learned these principles early, growing
up in Spring Grove, Minnesota, where most
Norwegian-American community members
attended the big Lutheran church. “My father
died when I was six months old, and my mother
PHOTO BY BRENDAN BUSH
PHOTO BY BRENDAN BUSH
AUGGIES CONNECT
was quite ill so she had to sell everything she
had to pay the bills. She got $7.43 a month,
and of that, 74 cents went to the church,” said
Lee, who has embraced tithing ever since.
A retired industrialist and manufacturer,
Lee owned several companies, including
Century Manufacturing, Goodall
Manufacturing, Britt Manufacturing, and
Fountain Industries. His business acumen
earned him such honors as Minnesota’s Small
Business Man of the Year and the University
of Minnesota’s Outstanding Achievement
Award. The couple has sponsored a business
scholarship at Augsburg since 1992.
Overall, the Sundets are impressed by the
potential of Augsburg’s programs in Rochester
and by the work of another community anchor,
Mayo Clinic, which the couple believes shares
their values.
“Augsburg has come a long way, and I
would love to see it grow in Rochester.”
26
AUGSBURG NOW
“I have met people at Mayo who have gone
through the Augsburg program, and I’ve seen
what it’s done for them. It’s a wonderful thing,”
Lee said. “It wasn’t easy to get it started, but
it’s fun to look back on. Augsburg has come
a long way, and I would love to see it grow in
Rochester.”
tips for the reluctant networker
Augsburg College alumna Jenni Lilledahl ’87 was a featured speaker at the Auggie
Networking Experience in February. As co-owner of the sketch and improvisational comedy
theater Brave New Workshop in Minneapolis, Lilledahl brought insight from the improv
world to the crowd of nearly 300 alumni and students meeting to exchange career advice.
No matter their personality or career, Lilledahl said, all people have anxiety about jumping into
new conversations or taking new career paths. Here she shares tips for individuals to jump-start
meaningful conversations and say “yes” to new experiences.
1.
We all get uncomfortable, yet we cannot let this
feeling control us. Instead, we must face our
fears and immerse ourselves in new experiences.
2.
Sometimes saying “yes” is easier than we think.
Don’t rattle off 20 excuses; jump in with an
open mind.
3.
PHOTOS BY RICKY TAYLOR ’17
Stop yourself from using the word “but.”
Instead, use the reframing mindset of “yesand” to add something positive to each situation
you are in. Don’t use excuses to squash new ideas,
possibilities, or adventures. Rather, embrace them.
4.
Be intentional about your communication.
Don’t just be there. Be awake, aware, and
connected to the other people in the room.
5.
Have gratitude for the chance to develop
relationships, share ideas, and try new things.
People who create authentic connections with
others are often more successful than those who
possess only technical skills.
Augsburg alumni and students participated in short
improvisational exercises at the event.
with the Young Alumni Council
Auggies who have graduated from any Augsburg degree program
in the past 10 years are invited to join the Young Alumni Council
and help plan year-round activities for recent alumni. In the past,
the Young Alumni Council has organized a Twins game outing, a
financial planning talk and social hour at Summit Brewery, and an
afternoon of ice skating at The Depot in Minneapolis.
For Young Alumni Council Vice President Evan Decker ’12,
taking part in the group provides opportunities to practice valuable
life and business skills that he doesn’t necessarily hone in his day-
to-day work, such as planning meetings and events, communicating
with fellow alumni, speaking to groups, and networking. Serving the
council also is a way to stay engaged with the College.
“Some people feel there aren’t resources for them after
graduation, and that couldn’t be further from the truth,” Decker
said. “This group is here to help bridge that gap.”
To join the Young Alumni Council,
visit augsburg.edu/alumni.
SPRING–SUMMER 2017
27
ALUMNI CLASS NOTES
1961
Last year, First
Lutheran Church in
Red Wing, Minnesota, recognized
Arlan Johnson ’61 for 50 years
of service to its choir as a singer
and director. While a student at
Augsburg, Johnson played in
the band for four years and sang
in the choir for two years. He
enjoyed tours with the band and
choir in the Pacific Northwest,
and in 1960 he participated in
an extended Alaskan band trip
to the Anchorage Music Festival.
After graduating from Augsburg,
he completed his education
requirements, student taught at
Braham (Minnesota) Area High
School with Herman Aune ’50,
and finished a second major in
biology. Johnson taught band
and vocal music in Stewart,
Minnesota, and elementary, junior
high, and middle school band in
Red Wing until his retirement. He
and his wife, Phyllis, continue to
live in Red Wing.
1967
5 0-Y E AR RE UNI ON
HOMECOMING 2017
Associate Professor of Chemistry
Sandra Olmsted ’69 retires after
serving Augsburg since 1978. See page 2.
1971
Darrell Skogen ’71
retired after teaching
for 46 years. He spent the
past 41 years at St. MichaelAlbertville High School in
Minnesota. Skogen is the
longest-tenured employee in the
history of the school district. He
taught classes such as AP World
History and AP U.S. History.
Skogen continues to instruct
part-time at the high school
and records stats for its football
program. He says that the
school’s Class 5A football state
championship victory in 2015
was the first in his 50 years
walking the sidelines.
1974
Dr. Subhashchandra
“Pat” Patel ’74 and
Annette (Hanson) Patel ’73
donated their dental clinics
in Clarkfield and Cottonwood,
Minnesota, to Open Door Health
Center of Mankato. Open Door will
run satellite dental clinics in the
towns. Pat retired in June 2016.
Associate Professor of Music
Peter Hendrickson ’76 retires
after teaching at Augsburg for more
than two decades. See page 2.
1977
40- YE A R R E U N I O N
HOMECOMING 2017
In August, Neil Paulson ’77 was
elected state committeeman for
the Republican Party in Orange
County, Florida.
for Advanced Science and
Technology.
1979
1990
Walter Ohrbom ’79
earned a doctorate
in chemistry from North Dakota
State University after graduating
from Augsburg. He retired from
BASF as a senior research
associate with more than 120
U.S. patents. Over the years,
he and his wife, Patricia, have
traveled around the world to
backpack, bike, canoe, and
scuba dive.
Athletic Director Jeff Swenson ’79
draws connections between
student athletes’ time on campus and
leadership roles after graduation. See
page 18.
1988
Kiel Christianson ’88
was promoted to
full professor in the Department
of Educational Psychology
at the University of Illinois,
Urbana-Champaign, where he
conducts research on language
processing, reading, and
bilingualism. He is associate
chair of the department, as well
as leader of the Educational
Psychology Psycholinguistics
Lab and co-chair of the Illinois
Language and Literacy Initiative,
both in the Beckman Institute
In July, Karen Jean
Reed ’90, a music
therapy major, was honored
with the President’s Award at
the Southern California First
Ecclesiastical Jurisdiction
Church Of God in Christ 50th
State Women’s Convention,
held in Palm Desert, California.
She also was nominated for
the 50 Women of Excellence
honor for her exemplary service
and outstanding achievement
in music and administrative
service in local, church,
district, regional, and state
positions. Reed has excelled in
music as a gospel saxophonist
and in women’s ministry. She
was recognized for exemplary
service by Barbara McCoo
Lewis, the assistant general
supervisor of the Church of God
in Christ International. Reed
serves as the assistant regional
missionary for the Santa
Barbara region and also works
with youth. Professionally, she
is a program director at the
Department of State HospitalsCoalinga, overseeing the
treatment of sexually violent
predators. She is the author of
“Music is the Master Key.”
AUGGIES NEAR AND FAR
[L to R]: Sociology Professor Tim Pippert and
Torstenson Scholars Ellen Sachs ’17, Emily
Campbell ’17, and Jen Kochaver ’19 meet with
Mark Johnson ’75 on campus. [Not pictured]:
Torstenson Scholar Mark Daniels ’17.
28
AUGSBURG NOW
Last fall, metro-urban studies alumnus Mark Johnson ’75 invited
Sociology Professor Tim Pippert to the remote country of Vanuatu
in the South Pacific. The pair distributed solar lights donated by
Johnson to villages on the island of Tanna, which in 2015 suffered
widespread destruction due to Hurricane Pam. For Pippert, the
trip was an adventure of a lifetime and an opportunity to observe
the relationships Johnson has developed with local people over the
course of several previous trips.
The connection between Johnson and Pippert was built, in part,
through their involvement with Augsburg’s Torstenson Community
Scholars program that supports undergraduate research. Since
2015, Johnson has funded research opportunities for Auggies engaged in the program, which
is named in memory of Professor Joel Torstenson ’38, a founder of Augsburg’s Department
of Sociology. This February, four Torstenson Scholars traveled with Pippert to North Dakota’s
Bakken oilfield region to assess how residents have been impacted by oil exploration.
From the Auggie Connections blog.
Visit augsburg.edu/alumni/blog to read more.
1992
2 5-Y EA R RE UNI ON
HOMECOMING 2017
Scott Peterson ’92 has accepted
a call to be the pastor at
Lutheran Church in the Foothills
in La Cañada, California. After
living in Canada for more than
17 years, Peterson has returned
to the U.S. to continue ministry
within the Evangelical Lutheran
Church in America.
1993
Chad Shilson ’93
is the Minnesota
women’s wrestling director for
USA Wrestling. He has completed
his 100th marathon and qualified
for his fourth Boston Marathon.
Marathon running has taken him
to 36 states, including 29 states
in the past two years. A dedicated
daily runner, Shilson has run at
least one mile per day for more
than six years.
1996
Stephanie Harms ’96
and Kristin (Young)
Miller ’91 are helping change the
nation’s response to vulnerable
individuals and families through
their work in the supportive
housing movement. Both
Auggies work at CSH, a national
nonprofit organization that
connects housing with services
for vulnerable populations. Based
in New York City, Miller leads a
successful CSH program that
assists communities throughout
New York, New Jersey, and
Pennsylvania. Harms serves
as chief operating officer and
leads CSH’s communications,
administrative, talent, and
human resource efforts. CSH has
ended veteran homelessness in
several communities throughout
the U.S., created more than
100,000 homes for individuals
and families, and changed public
systems to address the root
conditions that create turmoil in
the lives of vulnerable individuals
and families.
’05
’03
1999
Peter Durow ’99 has
been commissioned
by the American Choral Directors
Association of Minnesota for the
2018 ACDA-MN State 4-5-6 Girls’
Honor Choir. ACDA-MN has been
committed to commissioning
new choral works for all-state
and honor choirs from Minnesota
composers each year since 1975.
Durow serves as visiting director
of choral activities at St. Cloud
State University.
’67
Juliane Derry ’00 blends
science with artistry and
research with intuition as a historic
materials conservator. See page 8.
AUGGIE SNAPSHOTS
Andrea (Carlson) Conway ’05 and Riley
Conway ’05 welcomed a son, Soren Jon, in
December. Soren is the grandson of Jon Carlson ’79
and great-grandson of Jeroy Carlson ’48.
Golf Association and president of Women in the
Golf Industry. She also wrote an e-book titled,
“Hit It, Alice! A Woman’s Golf Guide to Everything
But the Swing.”
Barb (Walen) Hanson ’67 became
president of the Minnesota Golf
Association at its annual meeting in November.
She is the first woman to serve in this role. Since
retiring from her teaching career, Hanson has
been actively involved in the golf world, having
served as president of the Minnesota Women’s
Paul Putt ’03, ’15 MAE and his wife, Katie,
celebrated the birth of a son, Theodore
Howard, in October.
’05
’67
’03
Pete Pfeffer ’87, who holds a Doctor of
Chiropractic degree, and his daughter,
Maggie, served on a chiropractic and medical
’87
’87
mission team in Kimana, Kenya. The team
provided care and education to hundreds of
Maasai villagers living in bomas and orphanages
in an underserved area. Pete and his brother,
Mike Pfeffer ’92, jointly own and serve as
chiropractors for a HealthSource Chiropractic
and Progressive Rehabilitation Clinic in
Alexandria, Minnesota. In addition to private
practice, Pete has taken on a national role with
the HealthSource Corporation to provide training
in technique and rehabilitation procedures for
new franchises.
SPRING–SUMMER 2017
29
ALUMNI CLASS NOTES
Mathematics and Statistics
Instructor Alyssa Hanson ’01
is honored with a Distinguished
Contributions to Teaching and
Learning award. See page 7.
2002
JCI Minnesota
(formerly Minnesota
Jaycees) selected Katie
Lindenfelser ’02, founder of
Crescent Cove, as one of the Ten
Outstanding Young Minnesotans
for 2016. The mission of
Crescent Cove is to offer care
and support to young people
with a shortened life expectancy
and their families. The vision
of Crescent Cove is to build
and operate the first residential
children’s hospice and respite
care home in the Midwest.
Started in 1950, the Ten
Outstanding Young Minnesotans
honor is Minnesota’s only
statewide recognition program
for outstanding young leaders
ages 18-40 who have devoted
themselves to improving their
communities. The program
acknowledges the efforts
and accomplishments of
young adults who contribute
to Minnesota through their
service, thought and influence,
community involvement, or
entrepreneurship.
2003
Reginaldo HaslettMarroquin ’03
published “In the Shadow
of Green Man.” The book,
published by Acres USA,
chronicles Haslett-Marroquin’s
upbringing in revolution-torn
Guatemala and how he built his
vision to develop a regenerative
farming model that uplifts
individuals and communities.
Throughout the book, he shares
the fable of the Green Man, a
tiny and wise Guatemalan folk
character whose stories teach
the importance of respecting
the natural world. HaslettMarroquin is chief strategy
officer for Main Street Project,
based in Northfield, Minnesota.
Haslett-Marroquin has
served as a consultant for the
United Nations Development
Program’s Bureau for Latin
America and as an advisor to
the World Council of Indigenous
People. He was a founding
member of the Fair Trade
Federation, and was Director
of the Fair Trade Program for
the Institute for Agriculture
and Trade Policy from 1995 to
1998. He also led the creation,
strategic positioning, startup,
and launch of Peace Coffee,
a Minnesota-based fair-trade
coffee company.
Samuel Gross ’03 designs new
university logo. See page 12.
2007
10-YEAR REUNION
HOMECOMING 2017
Mike Matson ’07 helps teach
student-athletes how to engage
in difficult conversations. See page 18.
Jenessa Payano Stark ’07 began
a Master of Science in Nursing
program at Yale University this
past fall. She is studying in Yale’s
Nurse-Midwifery/Women’s Health
Nurse Practitioner program. She
received a prestigious National
Health Service Corps Scholarship
that pays her tuition and fees,
and defrays her living expenses
for three years in exchange for
future service in an area with a
shortage of health professionals.
2011
Dan Skaarup ’11
and Casey (Ernst)
Skaarup ’11 welcomed a
daughter, Eowyn River, to the
world in December.
Laura Schmidt ’11 and Sarah
Witte ’12 launched a nonprofit,
spiritually based community
called Intertwine Northeast. The
group’s mission is to be “made
and moved by story, convinced
by compassion, always in
process, and about questions,
not answers.”
Mike Gallagher ’12 shares life
lessons with current students.
See page 18.
2014
Composer and
percussionist Zack
Baltich ’14 was featured in
the 2017 Cedar Commissions.
Baltich’s piece “ingress/passage”
used contact microphones
and uncommon performance
techniques on marimba, glass
bottles, and other found objects.
The Cedar Commissions
(formerly the 416 Commissions)
is a flagship program for
emerging artists made possible
with a grant from the Jerome
Foundation and has showcased
new work by more than 30
emerging composers and
musicians.
Catherine Colsrud ’14 was one
of 25 leaders who participated
in the eighth cohort of the
Native Nation Rebuilders
Program sponsored by the
Native Governance Center
and the Bush Foundation.
Representatives from 12 Native
nations from Minnesota, North
Dakota, and South Dakota were
selected for the Rebuilders
AUGGIE SNAPSHOTS
Kathleen (Watson) Bradbury ’12 and
Krissy Bradbury ’12 welcomed Peter
Gene to their family.
’12
Beckie Jackson ’10 received a
Fulbright Distinguished Award in
Teaching and is one of approximately 45
U.S. citizens traveling abroad through
the program in 2016-17. In January,
she headed to Botswana to spend five
months conducting educational research.
Recipients of Fulbright grants are selected
’10
30
AUGSBURG NOW
on the basis of academic and professional
achievement, as well as demonstrated
leadership potential. Jackson teaches at
Moose Lake High School in Moose Lake,
Minnesota.
Nick Rathmann ’03 and wife, Shannon,
welcomed a daughter, Finley Grace, in
November.
’03
’11
Several Augsburg College alumni serve
as tutors and coaches with Minnesota
Reading Corps and Minnesota Math Corps.
Tutors pledge one year of service in schools
to help children become proficient readers
by the end of third grade and proficient in
math by the end of eighth grade. [L to R]:
Charmaine Bell ’11, Kathleen Abel ’76,
Joaquin Vences ’16, Kacie Carlsted ’15,
Christine Fankhanel ’02, Amy Riebs ’18 MAE,
and Alicia (Oppelt) Musselman ’14.
’91
Nancy Palmer ’91 joined the
Minnesota Reading Corps September
Program as a leadership component of a
larger initiative to support tribes as they
strengthen their governing capabilities.
Colsrud serves the Mille Lacs Band of Ojibwe
as the commissioner of administration, chief
of staff, and acting commissioner of natural
resources. Native Governance Center and
Bush Foundation Rebuilders convened for
four structured sessions during which they
developed action plans to share knowledge
with peers and their respective tribal
governments.
’12
’10
GRADUATE PROGRAMS
Nursing Department Chair Joyce Miller ’02,
’05 MAN, ’11 DNP earns a Distinguished
Contributions to Teaching and Learning award. See
page 7.
Tommy Redae ’09 MBA helps Auggies prepare
for a healthy financial future. See page 18.
Rochelle Fischer ’14 MSW became a hospital
administrator at Anoka-Metro Regional
Treatment Center in January. For the past
four years, she has been an assistant
program director at the Minnesota Security
Hospital in St. Peter, Minnesota, providing
day-to-day operational and administrative
leadership for persons with complex
behavioral health symptoms.
’03
’11
Dan Klein ’15 MBA and Kaitlin (Astleford)
Klein were married February 25 in
Hollywood, Florida.
Nicole (Egly) Olson ’15 MBA and Mark Olson
were married February 24 in Playa del
Carmen, Mexico.
Institute and tutors students in kindergarten
through third grade.
’91
Chris Stedman ’08, an interfaith
activist and author, is joining Augsburg
this spring as a fellow serving the Sabo
Center for Democracy and Citizenship where
he will facilitate and build new community
partnerships for non-religious and interfaith
civic engagement. Stedman also will consult
on the development of interfaith engagement
programs at Augsburg.
’08
’08
31
HEALING WATERS
’68
Jason Kusiak ’08 spends late winter
and early spring long-lining for cod and
haddock, and most of the year catching
lobster. Fishing in long-established seaports
near Gloucester, Massachusetts, gives
Kusiak an appreciation for the area’s rich
history and a healthy respect for those who
made a living fishing the Atlantic in earlier
times. “With fishing,” he said, “you can see
the direct result of your work ethic.”
Today Kusiak recognizes that his
entrepreneurial inclination was shaped by
Assistant Professor of Business John Cerrito
and former staff member Peggy Cerrito, and
that his drive for continual personal growth
was influenced by his involvement in StepUP®, the College’s residential collegiate
recovery community. While at Augsburg, Kusiak found that the College’s
commitment to building strong community connections and emphasis on
learning through experience resonated with him. He now seeks out opportunities
to interact with new people, to give back, and to offer hope to individuals and
families who struggle with substance abuse. He’s driven to invest in the future of
his business and his community.
’78
From the Auggie Connections blog.
Visit augsburg.edu/alumni/blog to read more.
AUGGIE SNAPSHOTS
’83
[L to R]: This fall, Lutheran
Immigration and Refugee
Service President Linda Hartke met
with former U.S. Secretary of State
Madeleine Albright and the Rev. Mark
Hanson ’68, former presiding bishop
of the Evangelical Lutheran Church in
America, at the LIRS Walk of Courage
Award Gala. Albright and Hanson
were honored at the event for their
commitments to furthering equity for
all people.
’68
’71
Actor and performing arts
educator Luverne Seifert ’83 won
a $25,000 fellowship from the William
and Eva Fox Foundation. He is part of
a national cohort of artists supported
by the foundation, which underwrites
training and career development for
performers. The support will enable
Seifert to deeply explore his art and
travel to France and Switzerland. In the
past 25 years, he has acted at theaters
in the Twin Cities and across the U.S.
’83
’05
[L to R]: Margaret Marx ’78,
Margo Casey ’78, and Cathy
(Kaiser) Bloomquist ’78, all members
of the original second step Bachelor
of Science in Nursing program at
’78
’06
32
AUGSBURG NOW
Augsburg, continue their friendship
today. The women gathered in
Scandia, Minnesota, in September,
and they share this photo as
a reminder of the second step
program’s impact on the nursing
profession in Minnesota.
Bob Stacke ’71 received an
award from the Somali Museum
of Minnesota on the occasion of
the museum’s third anniversary last
October. Stacke has provided music
and photography services to the
museum since its inception.
’71
Janeece (Adams) Oatman ’05,
an Augsburg Alumni Board
member, and Jim Gross, associate
provost for academic innovation
and strategic initiatives, were part of
the Auggie team at the Rochester,
Minnesota, Tour de Cure in October.
’05
Missy (Gaulke) Wilson ’06 completed
her first Ragnar trail race and
’06 her third Ragnar overall race in
September. She ran 15.2 miles on the
Ragnar Trail Northwoods - WI in the
Ragnar relay.
Helen M. (Anderson) Johnson ’40,
Hallock, Minnesota, age 96, on
September 4.
Eleanor C. (Christenson) Kline ’44,
Minneapolis, age 93, on May 31.
Marvin W. Johnson ’45,
Rochester, Minnesota, age 93,
on November 28.
Olav Overold ’45, Cando, North
Dakota, age 103, on January 23.
Bonnie J. (Sorem) Anderson ’46,
Cedar Falls, Iowa, age 92, on
December 7.
Delpha M. (Randklev) Berg ’47,
Grand Forks, North Dakota, age
91, on September 12.
Ray E. Gerlinger ’49, Overland
Park, Minnesota, age 93, on
December 4.
Theodore C. Nystuen ’49, Altoona,
Wisconsin, age 94, on January 19.
Lorraine G. V. (Lundh) Qual ’49,
Lisbon, North Dakota, age 93, on
October 4.
Joan L. (Sears) Ryden ’49, Cedar
Hill, Texas, age 91, on October 18.
Phebe D. (Dale) Hanson ’50,
Minneapolis, age 88, on
December 16.
Evelyn I. (Shelstad) Kriesel ’50,
Alamo, Texas, age 88, on
September 21.
Rhonda M. (Hektner) Lybeck ’50,
Fargo, North Dakota, age 88, on
January 29.
Daniel Nelson ’50, Spicer,
Minnesota, age 90, on
February 14.
Melvin E. Vigen ’50, Irving, Texas,
age 88, on September 26.
Arvild T. Jacobson ’51, Sun City,
Arizona, age 93, on November 26.
Donald H. Olson ’51, Henderson,
Nevada, age 87, on December 19.
Robert “Bob” R. Hage ’52,
Hector, Minnesota, age 88, on
December 16.
William “Bill” J. Kuross ’52,
Hopkins, Minnesota, age 87, on
January 31.
Charlotte M. (Kleven) Rimmereid ’52,
St. Paul, age 86, on December 29.
Roger V. Anderson ’53, Ottawa,
Ontario, age 86, on February 11.
Joan J. (Johnson) Kuder ’53,
Williams Bay, Wisconsin, age 86,
on December 19.
Harry E. Olson ’53, Apopka,
Florida, age 84, on October 7.
Nola E. (Bengtson) Studer ’53,
Bemidji, Minnesota, age 85, on
September 5.
Donna R. (Osland) Gaines ’54,
Laguna Hills, California, age 84,
on September 17.
Ruth M. (Pousi) Ollila ’54,
Minneapolis, age 84, on
February 14.
Betty J. (Dyrud) Oudal ’54,
Rochester, Minnesota, age 85, on
December 31.
Arlene V. (Tollefson) Paulson ’54,
Lake Oswego, Oregon, age 89, on
September 20.
Gary R. Rust ’54, Burnsville,
Minnesota, age 85, on October 12.
Robert “Bob” E. Twiton ’54,
Brainerd, Minnesota, age 84, on
February 26.
Theodore “Ted” S. Berkas ’56,
Minneapolis, age 88, on
January 15.
Robert A. Fundingsland ’65,
St. Louis Park, Minnesota, age
73, on September 19.
Sanford E. Egesdal ’56, Minneapolis,
age 82, on October 3.
Marie D. (Hafie) MacNally ’65,
Minneapolis, on November 7.
Robert A. Roos ’56, Robbinsdale,
Minnesota, age 86, on
September 3.
Dale H. Peterson ’69, Sapulpa,
Oklahoma, age 69, on
November 27.
Merlin J. White ’56, Fridley,
Minnesota, age 86, on
September 8.
Anita M. (Lindquist) King ’70,
Pella, Iowa, age 68, on
September 1.
Raymond Seaver ’57, Fergus
Falls, Minnesota, age 82, on
December 5.
Chuck S. Marsh ’73, Puyallup,
Washington, age 65, on
November 14.
Robert H. Gustafson ’59,
Cambridge, Minnesota, age 84,
on January 28.
Colleen M. (Brown) Olson ’74,
Shakopee, Minnesota, age 63, on
August 20.
John P. Martisen ’59, Minneapolis,
age 81, on August 30.
Sheila M. (Conway) Kortuem ’84,
St. Peter, Minnesota, age 76, on
August 26.
Lloyd H. Reichstadt ’59, Flagstaff,
Arizona, age 84, on November 21.
Paul C. Casperson ’60, Dallas,
Texas, age 77, on January 31.
Wayne R. Juntunen ’60, Esko,
Minnesota, age 83, on
December 5.
Karen O. (Egesdal) Trelstad ’61,
Red Wing, Minnesota, age 79, on
November 30.
Coralyn J. (Lunsted) Bryan ’62,
Minneapolis, age 77, on
October 25.
Joshua B. Lerman ’08, Louisville,
Kentucky, age 33, on
November 18.
Angel G. Rodriguez ’15,
Minneapolis, age 25, on January 3.
Tyler G. Kotewa ’17, Fairmont,
Minnesota, age 25, on
December 7.
Mark A. DiCastri ’18, Minneapolis,
age 29, on February 27.
Clair A. Johannsen ’62,
Hagerstown, Maryland, age 79,
on February 10.
Paul W. Anderson ’63, Moorhead,
Minnesota, age 77, on January 31.
Gaylen K. Heggen ’63, Cottage
Grove, Minnesota, age 75, on
October 26.
The “In memoriam” listings in this
publication include notifications
received before March 15.
SPRING–SUMMER 2017
33
PHOTO BY RICKY TAYLOR ’17
IN MEMORIAM
PHOTOS BY COURTNEY PERRY
2211 Riverside Avenue
Minneapolis, MN 55454
Steve Wozniak inspires Auggies to ‘Learn Different’
Apple, Inc. co-founder Steve Wozniak engaged the Augsburg community in a conversation that emphasized the
importance of creativity, education, and innovation in an increasingly connected world. Wozniak launched Apple with
Steve Jobs in 1976, revolutionizing the personal computer industry. Wozniak’s visit took place this winter during
Scholarship Weekend, an opportunity for prospective students to compete for Fine Arts and Honors scholarships.
Non-Profit Org.
U.S. Postage
PAID
Twin Cities, MN
Permit No. 2031
Show less
MURPHY SQUARE VISUAL ART
& LITERARY MAGAZINE
ISSUE 42, 2017
EDITORIAL BOARD
Malena Larsen, Editor In Chief
Abigail Tetzlaff, Associate Editor
Audrey Campbell, Art & Layout Editor
Cassie Dong, Art Editor
Jazmin Crittenden, Art Editor
Elisabeth Beam, Prose Editor
Abigail Carpenter, Prose Ed... Show more
MURPHY SQUARE VISUAL ART
& LITERARY MAGAZINE
ISSUE 42, 2017
EDITORIAL BOARD
Malena Larsen, Editor In Chief
Abigail Tetzlaff, Associate Editor
Audrey Campbell, Art & Layout Editor
Cassie Dong, Art Editor
Jazmin Crittenden, Art Editor
Elisabeth Beam, Prose Editor
Abigail Carpenter, Prose Editor
Ryan Moore, Prose Editor
Gabriel Benson, Poetry Editor
Danny Polaschek, Poetry Editor
Cary Waterman, Advisor
2
WITH THANKS TO
Ivy Arts Copy and Print
Augsburg College Student Government
Augsburg College English Department
Augsburg College Art Department
The Echo
Augsburg Honors Program
QPA
3
TABLE OF CONTENTS
1
What Type of Black Girl Are You? Nikkyra Whittaker ........................................................................... 8
Simul Justus et Peccator, Andy Anderson .......................................................................................... 11
Queer, Eve Taft ....................................................................................................................................... 12
Jesus in a Cracker, A.Tetzlaff ................................................................................................................ 14
Grey Cloud Island, David Baboila ......................................................................................................... 17
Saint Paul Airport, David Baboila .......................................................................................................... 18
White Bear Lake, David Baboila ............................................................................................................ 19
Zips Coliseum, David Baboila ............................................................................................................... 20
Bridge, Jacob J. Miller ............................................................................................................................ 21
50 Feet Tall, Emilie Tomas ...................................................................................................................... 25
Meow, Ashley Waalen ............................................................................................................................ 26
Mousetrap, Halle Chambers .................................................................................................................. 27
Faces, Constance Klippen ..................................................................................................................... 29
I Don’t Always Feel Colored, Diamonique Walker ............................................................................... 30
Where I am From, Hannah Schmit ......................................................................................................... 32
Who Am I?, Ashley Waalen .................................................................................................................... 34
2
Gratitude, D.E Green ..............................................................................................................................
CSBR, Gabriel Bergstrom ......................................................................................................................
The Fire, Elisabeth Beam ........................................................................................................................
Desert Drums, Abigail Carpenter ..........................................................................................................
Colors, Hannah Schmit ...........................................................................................................................
Urban Delight, Jazmin Crittenden .........................................................................................................
When Dad Wore Cologne, A. Tetzlaff ....................................................................................................
Shitty Christmas Trees, Elisabeth Beam ...............................................................................................
Summer Nights, Adam Ruff ...................................................................................................................
36
38
39
41
42
43
44
46
48
The People United, Adam Ruff .............................................................................................................. 49
After the Hike, Adam Ruff ..................................................................................................................... 50
Crumbs, Malena Larsen ......................................................................................................................... 51
Bloomed, Audrey Campbell ................................................................................................................... 55
Pruned, Audrey Campbell ...................................................................................................................... 56
Herman, Danny Polaschek ................................................................................................................... 57
El Barrio Suyo, Chad Berryman ............................................................................................................. 60
The Neighborhood, Chad Berryman ..................................................................................................... 61
Odyssey, Eve Taft .................................................................................................................................... 62
Postcards From My Bedroom, Audrey Campbell ................................................................................. 63
Postcards From My Bedroom, Audrey Campbell ................................................................................. 64
Counting Sheep, Danny Polaschek ...................................................................................................... 65
3
Sky Nights, Keeyonna Fox ...................................................................................................................... 67
Inner Self, Keeyonna Fox ....................................................................................................................... 68
Victory of the People, Petra S. Shaffer-Gottschalk ............................................................................. 69
An Open Letter to the Un-specials, Halle Chambers ...........................................................................76
Sorex Palustris, Emilie Tomas ................................................................................................................. 79
Woodsy Adam Ruff, Gabriel Bergstrom .................................................................................................. 80
Words, Malena Larsen ................................................................................................................................. 81
Malcom, Danny Polaschek ....................................................................................................................... 83
DRIVING AT ZERO ONE, John Herbert ................................................................................................... 85
DRIVING AT ZERO TWO, John Herbert ................................................................................................... 86
Placemakers, Diamonique Walker ........................................................................................................ 87
A Necessary Evil Thing Considered in any Light, Jacob J. Miller ....................................................... 88
1
WHAT TYPE OF BLACK GIRL ARE YOU?
Nikkyra Whittaker
On the spectrum of being black and female, we can
only be what we appear to be. Take this quiz to find
out what kind of black girl you really are!
1. You’re listening to the radio on the way to Target.
You’re playing…
a. Beyonce’s “****Flawless”
b. Taylor Swift’s “Fifteen” or “You Belong With
Me” or “Wildest Dreams”
c. Chris Brown’s “Loyal”
d. Keri Hilson’s “Pretty Girl Rock”
2. It’s your day off work. What will you be doing?
a. Blowing off steam on Facebook.
b. Watching old episodes of One Tree Hill
c. Out for drinks and scoping eye candy
d. Talking shit with the ladies while drinking Moscato!
3. What’s your dream home like?
a. Full of books on systemic oppression
b. Beverly Hills penthouse
c. Some big shot rapper’s mansion
d. Spacious New York Loft
8
4. Your favorite TV show is…
a. Docu-series on race
b. Sex in the City
c. Bad Girls Club
d. Love and Hip Hop
5. Finally, who’s your favorite female icon from this
list?
a. Angela Davis
b. Taylor Swift
c. New York from I Love New York
d. Nicki Minaj
Tally up how many of each letter you got and turn
the page to find out who you really are!
If you got mostly a’s...You’re an Angry Black Girl!
Congratulations, you loud-mouthed, anger filled
home-girl! I’m guessing there’s always some reason
to be mad at someone, isn’t there? Do you just spend
your days in a perpetual state of rage, angry at the
world for reasons they don’t find important? Do you
find yourself constantly snapping your fingers in
that z-formation, pursing your lips at anyone who
steps in your way? I bet people are telling you to
just be quiet, huh? I mean, what issues could you, a
black female, possibly have? Why should you care
that your high school English teacher gives you a
C+ on your essay because she thinks you copied
it from the white man online? Why does it matter
that your male co-worker at Target constantly teases
you about your nappy hair, calling it a “brillo pad,”
“cheeto puff,” or some other clever name? None of
this should anger you! Be aware, you sassy Sapphire,
in this world, your anger means nothing.
If you got mostly b’s...You’re an Oreo!
You grew up watching Lizzie McGuire and
listening to Aaron Carter. You straightened your
hair from the moment you were old enough to assert
yourself and cried when it wouldn’t lay flat. Your
friends were always shocked to see you bring collard
greens and jambalaya to lunch so you stopped eating
your favorite foods. They didn’t understand why
you couldn’t just brush your hair, wash your hair
everyday, why it suddenly grew or shrunk inches
overnight. I’m certain you’ve heard from many of
your friends how they just don’t see you as a black
girl. They erase your black skin because it doesn’t fit
the images of other black girls they see. You spend
most of your time edging away from the loud black
girls, the ghetto black girls who ate hot cheetos and
drank kool aid and had corn rows and long braids
and smelled like a mix of the jungle and your
ancestors pain and you wished, maybe for a just a
moment, but you did wish that you could be white.
But honey, you can never wash off that melanin! It’s
a permanent stain. Just because your friends can’t
see the black on you, it doesn’t mean the rest of the
world can’t.
9
If you got mostly c’s...You’re a Hip Hop Ho!
You sexual deviant you! Let me guess—big
breasts, small waist, and wide hips? You’ve got that
original Betty Boop to you, something in your eyes
that say yes to a question no one bothers to ask.
You’re the black girl that white guys use as a notch
in their belt. You are the exotic sexual being that
men love to hate and hate to love. You became a
sexual thing at a young age, when your breasts came
in at ten years old and became d-cups at fourteen.
They started looking at you differently, didn’t they?
Your eyes stopped existing. Your words didn’t matter.
Your body became the tool used to diminish your
worth. How often did you get yelled at in school to
put on something less revealing than your shorts?
Did you ever wonder why the skinny, flat-assed white
girls were never told the same thing? Honey, your
wide hips wrapped in chocolate skin were never
yours. You will never be yours.
10
If you got mostly d’s...You’re a Ghetto Fabulous Black Girl!
You make what little money you can working at
Walmart or doing nails. You make people waiting at
the bus stop with you uncomfortable with your loud
laughter and yellow and pink braids and long, bedazzled nails. You toss your weave around, remove
your earrings, and square up to anyone that says shit
about you. When you’re out, you are often told to
stop yelling, screaming, taking up space. You’ve got
baby daddy problems and you’re only 18. You grew
up playing double dutch in the middle of the street
with old rope. You accept your black, your ghetto,
your Ebonics. But you are not supposed to accept
yourself, honey! Don’t you see the fashion police
spreads in the magazines? You are on all the pages!
Don’t show your hips. Put on a shirt that conceals
your stomach. Put your breasts away. Don’t wear
bright lipstick. Stop standing out, being different.
Get smaller, quieter, lesser, as you are supposed to
be. You love your black too loudly and it makes
others uncomfortable. Your job is to make people
comfortable so do your best to limit the loudness of
your melanin.
simul justus et peccator
andy anderson
11
QUEER
Eve Taft
You think there isn’t a sign on my ribs that says
“stonewall inn”?
You think Matthew Shepard doesn’t tug at my hair
and warn me
as I walk the streets of my city?
You think I don’t choke on the smoke
from the hellfire you spit from your pulpits
with sparks that sear and heat branding
irons
which scar your names on me to mark me as
danger?
You think my veins don’t shiver
when they think
of the devastation
wracking the cities
that some called deliverance
while Reagan fiddled
as we burned
You think that the prisons
pink triangles
asylums
bullets spitting into a nightclub
don’t whisper in my head as I make my
way through the world?
12
You think that I don’t notice—
I kiss her
and kiss her
—the headline blowing by with a death toll
and I kiss her
the skyline splashing out behind us
the lights on the Washington Avenue bridge flicker
on and I kiss her
Putin criminalizes us, across the
world
I kiss her
Vigils held too late for young suicides
Corrupting, perverted, disgusting, an affront to
family values—
I kiss her
in the rain and the sleet of Minnesota
I kiss her, our lips tasting of chants from the protest
that shut down I-94
handed down from our grandmothers
hearts beating, eyes sparkling, alive
I kiss her
You think I forget the lists and the candles and the
deaths and the pain and
all that roars in my ears is a chorus
screaming over and over again
you were not able to kill us
I kiss her
and all is still
13
JESUS IN A CRACKER
A. Tetzlaff
Eucharist
I hugged my father’s black, pleated pants while
we waited for mass to start. He was beaming proudly and chatting with the rest of our family. I wore
the only dress I allowed to touch my body: by then
it was a year old and from my uncle’s wedding when
I walked down the aisle carrying a bouquet, looking
like a blonde deer caught in front of a semi truck.
It had a black velvet top connected to a white skirt.
All the girls wore white. My parents cut their losses.
All the boys, shirt and tie. Eight-year-olds taking
their first communion despite the fact that most of
us had no idea what was happening. Understanding the sacraments isn’t really necessary when you
grow up in a Catholic family. By the time you are
aware of your burden, it’s too late anyway. Religion
lived at Nativity of Our Lord Parish, in Green Bay,
Wisconsin. Between church and home, I lived in a
realm of contradiction. I came to visit religion, but
it never went home with me. On Sundays when the
game was in town, God would not judge you for
wearing your Packer jersey to church. Sinning was
bad, but you could tailgate and drink and carouse to
your heart’s content. We should have taken beer at
14
that first communion. We would have appreciated it
more than the wine. We took our places in the ritual
that had been performed again and again. The
time-worn ritual begins anew as I walk to the altar
with my hands folded in front of me. I must remember to raise my hands high enough so the rheumatic
priest doesn’t have to bend down. Right hand over
left. I’m a blonde deer again.
“The body of Christ.” This is the part where
I say, “Amen,” whether I mean it or not, then
put the communion wafer in my mouth. I must
cross myself (right hand touching head, then left
shoulder, then right shoulder) as I walk back up the
aisle and toward my family. They liked to sit in the
middle section, never too close to the altar. They
didn’t like making direct eye-contact with the priest
during his homily. To this day I skip the wine for
fear of communicable diseases. It stuck to the roof
of my mouth, this first communion wafer. It was
stale. There was no substance. Maybe the parched
flour and water, mixed with the lingering incense is
actually what Jesus tastes like. The absorbent clump
lasted into the next hymn. Saliva rushed into my
mouth and eventually the wafer, heavy with mois-
ture, fell from the roof of my mouth. I swallowed
without chewing.
Just go with it, I told myself. All these people
believe in this, so one day, you will too. But I wasn’t
sure. I didn’t get it. The power that kept me from
running back up the aisle wasn’t the love of God
gently pushing me along, but the ritual itself, and the
expectation of my parents and grandparents watching proud and probably dewy-eyed as I joined their
ranks. Hugs and smiles and congratulations as my
family comes out of the first communion Mass, but
I wasn’t sure what was such cause for celebration; I
hadn’t had a great epiphany about God, nor had I
felt any change at all. It was just like every Sunday
late in October.
head and tell me I was forgiven. “Sometimes, I’m
not very nice to my mom or my brother,” I told him.
Navitity didn’t own a confessional booth like the
ones in movies. In fact, I don’t think I’ve ever seen
a confessional booth at any Catholic church outside
the movies. We sat quietly in a tiny room. Being
small for my age, I circled the air below me with
my feet. I sat facing him directly. He crossed his legs
under the cassock he wore, clearly annoyed. After a
silence and a slow nod, the priest said, “Sometimes,
we hurt the people we love the most.” It was the
only part I heard or remember hearing; he started
talking about God’s forgiveness, I assume. I didn’t
pay attention, because I didn’t feel different after
admitting such a pitiful sin.
Marriage
I had no ill-feeling toward the physical place
of church. In fact, the ritual, the sounds, the smell
of incense, and the light that filtered through the
stained-glass windows from an Easterly rising sun
became familiar and comforting over the years. The
nave, filled with old pews, had witnessed my parents’
wedding and my grandparents’ weddings. The organ towered over the choir. The smell of old patrons
and Sunday cologne too liberally applied became a
sensory memory of that place. However, religion has
never been an inward practice; the practice and the
scene never joined together.
Anointing of the Sick
When times are bad, I’ve pulled the fragments
of ritual from my memory and recite the “Our
Father.” I did this in the winter of my eighteenth
year in days following my grandfather’s funeral. He
died of bladder cancer, worsened by a communicable bacterial infection called C.Difficile. I became
familiar with the ritual of funeral; I’d been to three
or four for close relatives. But this time, the ritual felt
different. Before, I was sad. My grandfather’s funeral
confirmed that the only sacred part of my world had
been ripped mercilessly from my arms.
Reconciliation
“Forgive me, Father, for I have sinned.”As the
words come out of my mouth, they themselves felt
sinful. I hadn’t sinned, I was eleven. I barely knew
what sin was. I had to stop a moment to think of
a sin I had committed, so the priest could nod his
Baptism
I sat in the shower until the water hitting my
face was colder than I could stand, reciting
the “Our Father” over and over, sobbing.
Our Father, who art in heaven, Hallowed be thy
name.
I hoped, over so many repetitions, that my view
15
of God and heaven would change. Yet, it confused
me more. Religion stopped looking like the patron
blind to reality and became a place where I didn’t
belong. Like I was missing out because I didn’t get
that epiphany, and didn’t have that same faith.
Confirmation
Religion was so stale, that when my Mother
would occasionally talk about faith, or God, or divine love at the dinner table I would blush with pity
and embarrassment. How can you believe this? I
thought, how can you be so blind to the real world?
Perhaps, I’m the blind one. I continue to live in
an intermediate space between faith and atheism. I
can’t commit to either. The fence between atheism
and faith is fraught with angst. Most days, I try to
laugh away my uncertainty. I tell jokes about my
Catholic past, chuckle when I hear of “recovering
Catholics,” and tell friends, “It smells like a Catholic
church in here,” whenever they burn incense. Religion is still stale to me. Religion has no nutritional
value. Stale religion has no holy orders.
16
grey cloud island
david baboila
17
saint paul airport
david baboila
18
white bear lake
david baboila
19
zips coliseum
david baboila
20
BRIDGE
Jacob J. Miller
This was not way back when, as my dad would have
you believe. It was more recent than that. If he can’t
flat out deny it, which he no longer can, he will at
least try to convince you that it was so long ago as to
suggest it might have been a different lifetime, and
he a different person. He has been, after all, Born
Again. Except he was not the only person involved,
and to carry along as if he was is an exercise in what
I’ve heard philosophers call solipsism. For him, his
transgression was between himself and the Holy
Ghost: accountable not to those he wronged, only to
an invisible spirit. But he doesn’t have sole authority
in determining the past’s relevance or irrelevance
to our lives today. My mother too pretends the past
is only what has happened at a particular point
in time, and not a factor in what determines what
has happened since then and what is happening
now. The slate wiper theory of forgiveness is what
allowed them to wear their veneer of innocence and
believe in its authenticity, and for that reason I resent their new-leaf turnover. My love for them may
not be emergent in my words, I know, but I do love
them, regardless of the fucked up traits they passed
on to their children, which will become evident as
this story unfolds
You might be wondering, if you care at all, what
could be so terrible. Well, it’s not so terrible, and
not even very uncommon, but it happened to me,
and my brothers and my sisters, and there was never
anything we could really do about it. We watched
it unfold almost every night to reveal its rotted pit.
What was scariest was not when a half-full beer bottle would be hurled in our direction for us being too
noisy, and then being held responsible for wasting
the beer, and getting punished even more for that.
What was scariest was when they fought with each
other, mom and dad, when they were both liquored
up. All of us children would be sitting in the living
room, on our knees, in a line, with our hands folded
and tucked inside our clenched thighs, having
hitherto been fulfilling our playful, childish duties
who couldn’t expect things to go so suddenly and
intensely wrong. They would fight about anything,
or nothing, for all we knew or cared. They would
yell, swear, slam their fists on various surfaces, throw
things across the room at each other as if rehearsed.
One time, I remember, and this is what I’m talking
about when I talk about how scary things got, my
21
dad had my mom pinned up against the refrigerator—after she threw three or four plates at him, one
that hit his arm, but would have hit his face if he
hadn’t been blocking, and cut it deep. He had the
sharp kitchen knife pressed firmly under her chin.
If she gulped too hard in fear, or if dad in his stupor
lost balance, she would have been bleeding all over
the family pictures held by magnets to the fridge.
As we grew older, my big brother and I began working under dad instead of merely living under
him. Our prospects in life weren’t substantial at that
point. Whatever potential we had, it had never been
encouraged, so entering into the family business, if it
can even be called that, was the only viable option.
I woke dad up most mornings from his typical
collapse into a face-down, fetal heap on the kitchen
floor, sometimes still wet, sometimes already crusted
over. I’d say, “it’s time for work, dad,” and he’d drive
me to the site where (drinking coffee with whiskey
in it on the way) heavy machinery was waiting to
be operated—even though we used hammers and
nails whenever we could. Stonehenge-sized slabs of
cement, wooden pillars, cinder blocks, and iron rods
littered the landscape. It was all so disorderly that if
a nomad wandered upon the scene, the indication
would be of destruction rather than pre-construction. There were no piles of allocated materials
or inventoried supply lists. It could have all been
salvaged from past demolitions or by thievery from
other project sites. We seemed to accrue it all without any kind of exchange or standard of accountability for use. Everything seemed to just show up
wherever and whenever we needed it. Who actually
made all this stuff? How did we move it from place
to place to use from job to job? Who permitted my
sodden father to oversee such potentially hazardous
22
projects? He was a self-made man outside the advent
of auditing. What did I care then? I was making my
way, fashioning for myself a future out of will power,
and holding my breath until I could extricate myself
from this grim farce.
First day on the job, my dad said to me, don’t
fuck up, or he’d make me test the bridge before
the support beams were all in place. I believed
him. That particular bridge wasn’t connecting two
sides over a raging river or anything; more of a
convenient pathway over a stream, but it was still a
threat coming from dad. Second day on the job, my
brother James tore partway through his leg with a
chainsaw. I heard him yell, but it sounded more out
of frustration than terror and pain. He sat down,
ripped his immediately blood-soaked pants from
where the initial tear was, delicately unlaced and removed his boot so as not to cause more pain, grunting as if he had done nothing more than step in dog
shit, and lifted the nearly severed part of his leg that
dangled lifelessly like a tube sock on a clothesline,
to close the wound, from which I saw steam rising
sacrificially to the wintery heavens. He reached
forward to grab the excess of sock which, although
bunched up at his toes, had a long, tortuous journey
before being completely removed. He screamed as
he stretched forward, more circumstantially appropriate this time, and this is when I dropped my—
whatever, the thing I was holding, I can’t remember
what, but I didn’t hear it land because I couldn’t
assimilate anything else that may have been transpiring around me. I almost seemed to float over to him,
not even aware of my legs propelling me forward. I
saw all the blood, but I wasn’t put off by it as much
as I thought I probably should have been, and I
thought that as I stared at it pooling out. I observed
it dispassionately, coldly, but I may not have been
breathing. At first sight, it was just an organic pipe
that sprung a leak. I think I asked if he was all right
but I meant it more like did he think he was going to
die. He said to go get dad and that’s when I became
afraid. I stood there for I don’t know how long, until
he repeated himself more urgently:
“Walt!” he said, “Go! Get! Dad!”
I listened that time, but I was still very afraid. I was
trembling and began feeling like I might faint, and
I almost hoped I wouldn’t find dad, that he’d be off
drinking somewhere, but he wasn’t. He was drinking
right there, over a small mound of dirt, holding a
big piece of wood sturdy for someone to do something with. I saw his breath bellow out into the cold
with a cough and evaporate as he took a swig from
a bottle before sliding it back into his coat pocket,
without so much as a pretense of inconspicuousness.The bottle neck stuck straight out and brushed
against his elbow, a cumbersome lump sinking
down and throwing off his equilibrium further than
the ethanol already had. I slowed my pace, tried to
regain some composure, and still hoped he wouldn’t
notice me. I could claim an attempt at getting his
attention, but he just couldn’t be bothered with me.
I tried, I’d tell James, but I’ll carry you. I was sure I
could have done that. Part of me still wished I could
have avoided involving my dad at all. It was selfish,
but I thought I might get slapped with the blame.
But I yelled, Dad! Come quick! Dad, I yelled again,
skidding on the gravel as I spun around, intent on
not letting my dad’s impatient glare lock on me,
and from that momentum, nearly ascending at a
perfectly horizontal angle in the air before I landed
face first on those same tiny rocks, a perfect reenactment of self-humiliation on the school playground
at recess. I felt all those multiple points of impact,
but wasted no time in catapulting myself back
up—no time for embarrassment just yet—clawed
off the pebbles that clung gently to the tiny dents
they bore into my face and palms, and sped back
to my brother who, when I reached the dirt-mound
summit again, I could see was lying flat, surrounded
by the thick, still-steaming purplish puddle which
had, since I left him, at least quadrupled in circumference. Not looking back at all during my return
sprint to see how far behind me dad was, or even if
he followed me at all, I turned from the sight of my
brother completely to see him, Dad, shuffling over
the mound, bogged down by beer bottles, which
could be heard clanging together in his pockets.
He was wheezing inhalations of frozen air. He saw
James right away, I know it, but he didn’t say anything until he got right up close to him, planting one
clumsy boot in the blood puddle with a squelchy,
meager splat, like an old-fashioned letter-sealing
stamp on melted wax. He leaned over with outward
turned elbows and hands on hips, looked at James’
face. James’ eyes were closed. Dad then scanned
down to the butchered leg, grimaced, scanned
back up to James’ face. James’ eyes were now open
again, frigid with shock, and dad said, “pull yourself
together, son,” erupting hysterically at his own clever
buffoonery.
James turned out to live, no real thanks to
our father. I ended up having to run to the nearest
phone anyway and call an ambulance. He didn’t
even lose his leg. He did require a blood transfusion
because he lost gallons of it, or at least it seemed
like it when I stood there staring at the mess, but his
gristly cheeks had their color restored right in front
of me, resupplying and, it almost seemed, re-inflat23
ing him to human shape at the coercion of some
stranger’s bodily elixir. It worked like sorcery, but far
more astonishing because it was methodologically
reliable. The warm fluid surged through his veins,
and he was ensconced for a moment in a prodigious glow of newfound vitality. Back then, my dad,
laughing, called him a lucky son-of-a-bitch, whereas
telling the story now, upon reflection and suspension of rational thought, my brother was “touched
by an angel.” Now, whenever this celestial creature
of mercy is mentioned, who conveniently remains
anonymous for humility’s sake I suppose, instead of
our dad drunkenly laughing and mocking the situation, James does. An example of an aforementioned
fucked up trait passed on in the family.
24
50 FEET TALL
Emilie Tomas
I was in 5th grade
When my class went
To see ‘The Human
Body’ and I watched
In childhood
Horror as
A 50 foot grin
Unfurled, loomed
Large enough
To pull me
Into orbit
Devoured
First a sandwich
And then my
Faith in humanity
With deafening
Smacks
Like thunder
If thunder
Was made
Of jelly and
Dismay and I
Knew it was a
Crime to allow a
Person to become
This
Inflated,
With every pore
Its own path to
Hell and I knew
I couldn’t trust
Anyone because
In our heads
We are all
50 feet tall.
25
meow you see
ashley waalen
26
MOUSETRAP
Halle Chambers
Minnie “Mousy” O’Mally knew she was
invisible up here on her fire escape. This was her
safeplace. With the ladder pulled up as it was now,
almost no one could reach her here. Plus, even if
someone did make it up here, she could easily get
away.
If she crawled rough the window, she’d be
securely locked in the apartment. There, it was
warm and dry and at least sometimes safe when her
daddy…no, excuse her, correction, “Father or Sir”
wasn’t home. He hated when she called him Daddy.
He wasn’t home now, out doing illegal God knows
what in the “family business,” but he would be back
soon. Hence why she was out here. So, no apartment, not right now.
If she dropped the ladder, she could slide down
to street level in seconds and be down the block
in under a minute. She knew, because she’d practiced and had timed herself. The only way to avoid
getting hit in the face was to be quick on your feet.
That was the first rule of fighting that Jase, her older
brother, had taught her. With the life they lived,
it was also a rule of survival. And they didn’t call
her “Mousy” for nothing: she was small and fast…
very fast. Jase could make a distraction, and Minnie
could run. But, Jase was working a job that “Father”
had given him out of town till this weekend, and
she’d surely get caught if she didn’t have her usual
head-start. So,“down” wouldn’t work either.
If she scaled up the ladder above her, she’d be
on the roof, where their oldest brother, Cobie, had
often taken her and Jase to stargaze. She hadn’t
known till six years into her still short life that he’d
done it to keep his precious baby brother and sister
away from their father’s sight when the man would
come home satellite high or plastered. She hadn’t
known till twelve years in that he’d take their father’s
hungover backhand on the mornings after, so she
and Jase didn’t. All she’d known as he’d taught her
each constellation was that Cobie was braver than
Orion and that she and her brothers were more
inseparable than the Gemini twins. But, her world
went as topsy-turvy as Cassiopeia when her father
had sent Cobie away, saying he would not have a
queer as a son. When Jase and Minnie hugged him,
Cobie swore he’d come back for them in a year or
so. Jase had given up when he’d been two years
gone. That was two years ago, and now even Minnie
27
was starting to doubt. No, she couldn’t go up to the
roo, not alone.
She shivered in the October chill as she reviewed her options: “in” would be facing her father’s
wrath, “down” would be facing being caught by
a cop or a stranger, and “up” would be facing a
reminder of the happiness, now heartbreak, brought
by a brother who was likely never coming home
again. So, maybe she couldn’t escape easily…or at
all. She shivered again, this time more in frantic
panic than from the frigid, near winter city wind.
For not the first time in her life, Mousy felt trapped.
28
faces
connie kilppen
29
*I DON’T ALWAYS FEEL COLORED
Diamonique Walker
Sometimes I find comfort in places I somehow know
I don’t belong
Never a full day, but hours will pass and I won’t
consider my brown skin or kinky hair
I’ll let the imminent fear of my black body being
made into an example fall back to the depths of my
mind
My daughter’s safety in mixed company won’t occur
to me
I won’t juxtapose my blackness with any other’s
identity
confidence
As if one chooses randomly from a pile of stock
black girl names when they look at me
He asks me if my hair is real
I tell him he can’t ask me that
He says oh it’s okay, my girlfriend is black
I’m a dirty smudge on freshly ironed white linens
Trying to blend in, trying to live my life
I breathe, momentarily
Suddenly, I’ll feel breathless, choked
Stabbed in the chest
Stung by a white hot micro aggressive slap in the
face
An unsolicited violation of my personal space
A pale hand gently pulls a lock of my hair in white
amazement
Or a thin pair of lips will say “what’s upppppp” to
me and not anyone else
I’ll get called a name like Jasmine with such utter
30
*Line borrowed from Claudia Rankine, Citizen
WHERE I AM FROM
Hannah Schmit
I am from the forest. From ruddy Maple and heady
Pine. I am from the sunlit dust that refracts the life
of the breeze. The rough wood of the trees are my
bones, roots firmly planted deep in the depths of the
cool black soil. Generations have taught me to live
in the sun, tan weathered hands, calloused and worn
cover small, break earth and sow seeds. Exhaling
with the unfurling of new leaves whose first stretch
welcomed life, I learned the importance of patience
and nurturing.
I am from dirt beneath my nails and gritty sand in
my teeth. Sap painted hands and hot tar feet, blackened from short dashes across burning pavement
that rippled with summer heat. Sandboxes were my
kingdom, the layers of silt and sand familiar to my
prodding hands. I climbed turreted towers of twisted
bark and branches to survey the world and breath
in time with the breeze. Twigs and leaves were my
crown and a rusty tractor my carriage. My people
were the songbirds and insistent cicadas whose songs
filtered lazily together through the woods. Sometimes I called back, matching note for note, melodies
and harmonies creating a canopy of familiarity.
I am from wildflowers who nodded their velvet, satin, and paintbrush heads as I passed by. From dried
grasses whose sweet scent rose from rolling waves
that undulated under horse-tail clouds above. The
gold-fringed top of the corn is my hair as it turns to
brown under the autumn sun.
I am from the passing of seasons, each marking the
time as brilliant red and orange gave way to pristine
white and serene gray. Freckles and sunburn traded
for pale skin cold kissed cheeks. My life can be
counted in scraped knees and bruises, and band-aids
and scars, each a story unique unto itself.
I am from the water. Clear and silted, still and rushing it surrounds me. The river courses through my
veins, its steady pulse my heartbeat. I am from the
muted silence of holding my breath. From letting
go in the soft pixelated light that swirls lazily in the
haze of a murky river. From the dew that rests in
early mists that lay as a blanket over a newly purified
earth, protecting the last of the dawn.
I am from music. Love-strung tunes of lullabies rock
31
my past to sleep and call forth dog-eared memories.
Treasured memories that float fragmented in my
mind,
I was waltzing with my darling…
Goodnight, Irene…
Then sings my soul…
Black Forest I have come to be in this place. Knit
sweaters and hand me downs weave the fabric of my
personality.
The black ink of the notes is stained on my fingers, the lyrics printed out as a map on my mind.
My body is movement, ‘full of grace’ as I danced
through recitals and music competitions. My history
is composed of the ivory keys of a piano board, the
metallic strings of a guitar, and the soft wheeze of a
musty accordion.
I am from survivors. From broken families and lives
I was given the opportunity to begin. Out of the
ashes of war and blood, death and pain I was taught
compassion. The scars remind me of my privilege.
A handful of ink-smeared letters, a fading tattoo,
and relentless nightmares that went unspoken.
Touched by shadows of heartbreak and longing I
have learned the fears of disease and pain, the cruelty of man and the destruction of illness.
I am from a legacy. Footsteps preceded my very first
and taught me how to stand tall—to walk courageously. When I was tired of walking and needed to
fly, strong hands lay behind me as I learned to test
my own strength.
I am from fading memories. From sweat and
ploughs, rough tools and run down sheds. My past is
a copper foundation of saved pennies stretched with
love and trust. The polished wood of a hunter’s gun
and tug of a taut fishing line tie me to
the land of a generation gone by.
I am from the creaking wood of a ship that ferried
dreams. From the fjords and
32
I am from strength. From weary hands that sought
to move forward. From songs crooned in different
tongues, prayers tucked away from missed lives.
I am from the sweet smell of tobacco. From a worn
brown pipe laid in the top overall pocket. From tales
of Shirley Temple and shiny black shoes. From the
canoe as it passes over reeds and the click of a cane
keeping time with shuffling shoes. From sterilized
rooms and flowers with similarly fated owners.
I am from loss and tears.
I am from the Mississippi and the Great Lakes, from
steam and coal. From concrete jungles and log cabins. I am a piece of the past, I am…
The rooms of my mind are wallpapered with
snapshots of a younger me. Sayings and phrases are
the soundtrack of my life. I carry them with me.
Tucked in locked and forgotten rooms they wait
patiently, longingly for me to recall.
future. I seek not where I am going only
exist here, as I am.
I am from the past. Shaped by the present I live for
the future. I am from wanderlust. An incorrigible
desire to explore that cannot be quelled with the
stillness between heartbeats. I am from the excitement that teeters on the brink of the inevitable.
I am pulled at by the gentle whisper of religions.
Called to the beauty of holiness in the world, I am
grounded in the church yet growing in the temple
and the mosque.
I am gentle hands that have learned to be useful—to
give back. Well-used fingers taught to survive and
protect. I am a collection of places and people that I
have encountered. In love with humanity, I exchange comfort for experience.
I am at home in the concrete jungles constructed
from heat-cracked pavement and in the mudpatched hut of the desert. The mountains and caves
call to me like the trees and fields of my youth. I am
at home in the grand expanse of a world that knows
no limits, understands no boundaries. A world that
exists, simply to exist. My feet itch to travel down
forgotten paths where the dust of ages can billow
out from under me and cloud the clarity of the
33
who am i?
ashley waalen
34
2
GRATITUDE: A POEM IN FOUR PARTS
D.E. Green
1. Le Chaim
2. In Praise of Delusion
Each day, my own sunrise, my own morning star:
your red head radiates strange aerial spikes.
When he walks down the sloping skyway from
Memorial
to the Music building on his way to a long evening
class, he sees his reflection in the large classroom
window at the base of the slope. He loves that mirror. In it, he is about a foot taller than his five-fiveand-a-half and twenty pounds lighter. He is younger
than his sixty years.
The silver hair is less telling. As he approaches, the
Other ways slightly, moves with the elegant gait of
an athlete or dancer. This, he imagines, is my Norwegian double—tall and slender and (at least from this distance)
good-looking.
Of course as man and image converge, his Other
shrinks into an eastern-European, Semitic, rather
compact, little old man.
Perhaps (he wonders) I have seen the inner image of myself.
Perhaps (he smiles) I am happy just to have illusions.
Our son’s beard and long Hasidic locks
on a head never bowed in prayer hover
over his guitar and, till he gets it just so,
a heavy-metal riff. The picture of Ollie, our old
pup,—
his face speaks love, love, love. Like the holiday meal
you’ll pretend to let me cook. Or when your hand
gently
strokes my heaving shoulder: I am sobbing silently
because the movie has ended well—a good death,
timely reconciliation, vows revived, a renewed
breath.
36
3. Thanksgiving
4: To My Son
This morning, as I drive
from Northfield to Hampton
past field after barren field,
three wild turkeys
foraging and gobbling
at the edge of the road—
their white-splashed wings,
black-feathered trunks,
It’s Friday, Z—, and (as always) time to say how
much I love you (and your mom too, since I don’t
say it often enough though I feel it every minute)
and how much I miss you and hope you can spend
a few hours with us and Grandma the first weekend
in November. We worry about you every day, ‘cuz
that’s our job, but we also have an abiding sense
of how strong you are: How much you have been
through, how far you’ve come, and how you face
each day with grit—and, I hope, love. The latter
is so hard to do: Over breakfast your mom and I
sometimes sit around and whine about our work,
about grading student papers. But a little later I’ll be
walking across campus and the light will be just right
and I’ll see a familiar face amid a group of young
people and—I don’t know why—I feel love. I think
that’s the word. And I felt it last time we picked you
up downtown and you were talking to some scruffy
stranger on the street. And the fact that you can still
be open to such encounters—isn’t that love too?—
filled me with wonder. It’s funny: Old people, among
whom I am about to number, have proverbially been
beyond wonder, such a romantic and old-fashioned
word. But I swear that I still feel it—and that you are
among the wonders of my world.
red combs poking
and pecking the gravel
and weeds—surprise me.
I flinch.
The car swerves.
I breathe.
They range unruffled.
37
work in progress
gabriel bergstrom
38
THE FIRE
Elisabeth Beam
I stood with my back to the crowd watching the
house go up in flames. It happened faster than I had
expected. It had taken less than a minute for the fire
to spread from the kitchen to the living room and
even less time for it to make its way upstairs and into
the bedrooms where Grandma and the twins had
been peacefully sleeping. Joel stood beside me; his
face was dark with ash, his mouth tilted upwards in
a sickeningly gleeful smile.
Momma had never liked Joel. She said he was a
troublemaker and I should do my best to stay away
from him. Joel hadn’t always been mean. When I
first met him he would bring me friends and make
me laugh. He gave me my grey tabby cat, Walter,
and my small white bunny, Snowy. We used to all
run around the garden and play and laugh. I didn’t
like it when Walter and Snowy played. Walter
always hurt Snowy. Joel loved it. Snowy’s pain filled
shrieks always brought a smile to his face.
Joel would play tricks on Momma. He’d move the
chair she was about to sit in and she’d tumble to the
floor with a crash and a scream. He would put dead
things in the twins’ crib for Momma to find. Once
he brought a live snake into the house and slipped
it into the shower when Momma was in it. She
screamed something awful and had locked me in
my room for a week. I always got blamed for Joel’s
wicked tricks.
Momma brought a lot of new friends to the house
after that. She brought in men wearing long white
coats who talked with me and asked questions about
Joel and Walter and Snowy. Joel would stand behind
them as they questioned me and make faces. I didn’t
understand why they didn’t just talk to Joel and grew
frustrated with their questions.
Once Momma brought home a man in a black suit.
He walked around the house mumbling in a strange
language, throwing water on the walls and waving
his cross around like a baton. I thought he was
crazy. I told Momma and she told me to hush and
sit down. The man stood in front of me yelling in his
strange way and holding his cross on my forehead.
It was cold and made me uncomfortable. Joel got
upset. He didn’t like the man and the way he was
39
shouting. The next thing I knew the man was on the
floor bleeding from a gash in his head and Joel was
laughing loudly in my ear. A bunch of police officers
showed up and Joel told me not to tell anyone what
he’d done. He said I should blame it on Momma
and she’d go away for a long time and stop bothering us. Momma shouted and cried and struggled as
the police dragged her away to the sound of Joel’s
gleeful laughter and the twins’ high pitched screams.
Grandma came after Momma. She was mean.
She locked me in my room and told me to stay
there until I learned my lesson. I watched him
stalk around the room at night mumbling darkly to
himself. Grandma made me to go church with her
every Sunday, she said I had to pray for my soul for
what I’d done to that man and to Momma. I didn’t
understand why everyone blamed me for Joel’s tricks
and was tired of being punished for all the naughty
things that he did.
One night at supper, Joel made scary faces at the
twins who started wailing. Grandma stood up and
yelled at me as she tried desperately to calm the
twins. She told me to go to my room. I said no. I
pointed at Joel and yelled at him with all my might.
This was all his fault. Grandma sent me to bed. Joel
told me they were going to send me away. They
would separate us and I would never be able to see
him again. I told him I was fine with that because he
was being horrible. That upset him. He got Walter and Snowy and made me watch as Walter ate
Snowy. I cried. He laughed.
Joel woke me up at midnight. He told me we could
stay together. Me, him, and Walter, but we had to do
40
something first. He smelt like gasoline. He led me to
the kitchen and pointed to the stove which was covered with a sticky, sweet smelling liquid. He told me
to open my hands. I did. He handed me a lighter.
I didn’t want to do it but Joel got angry when I tried
to say no. He yelled and told me to do it for all the
times Momma blamed me for something he did.
That if I did this everyone would finally realize it
was him doing all the bad things and not me. My
hands were shaking so bad it took me five tries to
get the lighter to ignite. When it did I froze and
stared at the small flame in my hands. It flickered
with every shuttering breath that came out of my
mouth. Joel grew impatient and slapped the lighter
out of my hand and onto the stove. There was a
large whooshing noise and a blast of orange light.
My arm hair stood on end and sweat trickled down
my face. I backed away. Joel stood in front of the
fire and laughed. He threw his arms out wide and
danced in tune with the flames. He was crazy but
his movements were so beautiful and fluid. It was
frightening. The fire advanced toward me. I didn’t
want to move. I wanted the fire to eat me like it was
going to eat Grandma and the twins. Joel grabbed
my hand and led me outside.
We stood to the side and watched as the fire slowly
ate up the house I had grown up in. The house that
the priest, the twins, and Grandma had all died in.
Sirens and smoke filled the night air. I looked to my
side for Joel, but he had disappeared.
DESERT DRUMS
Abigail Carpenter
When my London flatmate, Raoni, suggested
we travel to Northern Africa because he was missing
the heat of Brazil, we had no intention of visiting
the Sahara Desert and the Atlas Mountains. But we
quickly made friends with a generous and hospitable
Moroccan man, Raxido, who invited us to a local
drum circle at the edge of the Sahara Desert.
After traveling on camelback against an orange-rayed sunset, we found ourselves among the
sand dunes. We parked our camels single file near
our camp, and I realized a place that once only
existed in my dreams was now before me.
I had to close my eyes for a long while. I opened
them over and over again until I was sure of it. I
had to reach down and let the sand fall between my
fingers slowly. I had to breathe in the crisp, evening
air. And when I looked up, the stars speckled in the
sky like the summer freckles on my face, thousands
and thousands of them.
When the drum circle began, I let its music
fill me up. It started in my toes and moved higher,
tickled my fingers and sent goosebumps up my arms
and back. The drums vibrated within my chest and
when it reached my mouth, I screamed in laughter.
My laugh echoed farther and farther across the desert, not meeting any person or town or house until it
was miles and miles away.
I wrapped my blanket a little tighter and
watched my friends dance around the fire to the
beat of the drums. Their legs moved up and down
as their hands joined the ashes flying through the
night air.
For many hours, we sat around the fire, told
our stories and spoke aloud our dreams. We danced
and sang and took turns pounding the drums. We
slept under the stars among the silence of the desert
for only a few hours until the sun awoke us on the
horizon. And moving through the deep sand, the
sunrise at our backs, we rode our camels to the bus
to escape the desert heat before it swallowed us up
whole.
41
COLORS
Hannah Schmit
If I am a color call me red
The color of passion and love
Humanity worn on my sleeve
The color of my blood, beating heart.
Call me red.
If I am a season call me fall
With baited chilled breath I speak
My words on whirlwind breezes fall
An omen of changes to come
Call me fall.
If I am a sound call me silence.
The chaos and stillness of calm
My words lost yet encompassing
In anticipation of something
Call me silence
If I am a thought call me hope
The desire for something more
A yearning call deep within me
The need to breathe
Call me hope.
42
urban delight
jazmin crittenden
43
WHEN DAD WORE COLOGNE
A. Tetzlaff
“Did Grandpa Mike die?” My small voice
broke a quiet that Dad and I carry easily between
us. A radio frequency connecting our minds that
communicates silently, so we don’t have to. Even at
the age of three, I knew our sacred, noiseless space
well.
Dad took me to a park one day, nearby my
childhood home. We rarely visited this park unless
we intended to use its snowy slope for adrenaline
rushes in our bright plastic sleds in the winter time.
But it wasn’t wintertime now. My dad wore a blue
t-shirt he’d owned since high school. Summer or
spring, the season isn’t particularly distinct. The hills
rose nakedly as we quietly approached.
I’ve come back to the memory time and again;
the images are blurred, like a positive photograph
that didn’t come out of the darkroom correctly.
I can’t recall how my father responded to my
question, though I’m sure he patiently and painfully affirmed my query. In that moment I wasn’t
shocked. I wasn’t sad. Presently, I regret that I can’t
remember a man who loved me and was so dearly
loved by others. I don’t know how he looked aside
from the pictures I know. How he talked, laughed,
44
yelled, walked, I don’t recall. Did he wear cologne to
work like Dad?
When I was young, Dad wore cologne to work.
He woke up around five in the morning in order to
be at work five-thirty, and he still does, despite the
fact that no one expects him in the office till eight.
I’d hear his alarm from my bed and wait to smell
the mix of dewy summer grass and the spicy knives
of cologne in my nostrils. The smell lingered and
pulled me back to sleep as Dad left the house. On
the day at the park, Dad wasn’t wearing cologne.
Dad didn’t wear cologne that day because it was
either a weekend or he had the day off or had taken
time away to grieve.
I don’t remember the call to our corded
telephone late one night. It was the hospital telling
Mom and Dad that my grandfather died of a heart
attack while showering. I don’t know if he died
immediately or if the attack was slow, painful, cold,
and wet. I will never ask. The thought of breaking
the stitches grief so tenuously sewed incites trepidation. Was my young face one of his last images? I’m
vain enough to assume so––grandparents always
think of the grandbabies first. Was it a comfort? I
can only hope.
At my Grandfather’s funeral, I can’t remember
Mom’s grief. I can’t remember the funeral either.She
keeps the remnants of her love tended like a flower
garden and tells me of her father often. I have nothing but the cemented walkway leading to the park
that summer day deep in my mind.
Mom tells me that my grandfather lived as long
as he did because he was waiting for me. It was a
miracle I was even born, but that’s not my story to
tell. She calls me “the sparkle in his eye.”
Christopher, my younger and only brother,
inherited my grandfather’s bright, Anglo-blue irises.
He was born the year after my grandfather died.
Christopher joined the Army a few weeks ago; my
grandfather was a Marine in the 60s.
During his service in Asia, my grandfather collected each country’s currency. Grandma keeps the
collection in a red leather box in her bedroom closet.
I used to step onto a chair and carefully extract the
artifact from the top shelf and touch each coin and
each bill. Some of those tenders are much extinct
now.
The souvenirs of my grandfather’s life are far
less valuable to me than those of my travels––those,
at least, the mugs and the key chains, those have
memories attached of the real thing.
I’ve spent most of my life scouring photos and
objects, trying to resurrect an authentic memory
of my grandfather. Trying to find a sensation that
brings him back to me like the early morning scent
of Dad’s cologne because I only remember the
hills and my words and Dad. The solvents of time
washed away my grandfather.
45
SHITTY CHRISTMAS TREES AND SECONDHAND DOLLS
Elisabeth Beam
When I was a kid we didn’t have a lot of money.
But we managed to survive. Mom worked a lot at
the dingy looking Super 8 Motel just down the street
from the elementary school. You know, the kind
of motel that charges by the hour instead of night.
She hated it but it was close to school and paid just
enough. Around November she would start picking
up shifts at other hotels in town to save up more
money for Christmas. It was hard. The heat bill
always went up mid-October when the chill started
to set in and the snow began to fall. Presents were
always an issue. Getting stuff for just me and Sarah
was usually alright, but Mom came from a big family. Six brothers and sisters all of whom had kids. All
of whom would be needing presents. That’s a lot of
money. Money we just didn’t have.
One year there was a huge blizzard and they
canceled school for a week. Sarah was only six at
the time and she couldn’t be left alone to take care
of herself much less a five-year-old as well. So mom
had to stay home from work and look after us. She
tried to make it seem like she wasn’t stressed out
about the money, but I knew she was. She would
pace around the kitchen at night and mumble to
46
herself. She’d crouch over her checkbook and shake
her head. She tried to hide it from us, but I noticed.
I always noticed when she got like that. A week of
work missed meant we wouldn’t be able to afford the
gas to get to grandma’s house for Christmas. And a
week with everyone at home meant that the heat bill
was going to be rough. She was too proud to try and
get food stamps. So money that would normally go
towards presents went to buying our Christmas feast.
We didn’t go to my grandma’s house that
Christmas but it was probably the best Christmas of
my life. The day before school let out our landlord
took out all the carpet in the living room. He said it
was due to be replaced and that someone would be
over before the holiday to put down some new carpet. “Your feet will be so happy and thankful! That’s
the best Christmas present you could ask for!” he
had happily told us. No one came. The floor was
cold and there were nails and sharp staples sticking
up at weird angles. It hurt to step on them and small
red dots appeared throughout the house as we all
made the mistake of stepping in the living room
without socks.
Mom put down an old ratty green rug, one
that our cats liked to pee on. She bought a small
fake green tree from the thrift shop downtown. It
was the saddest looking tree. Most of the branches
were missing so it had random bald spots sporadically around its leaning trunk. A good number of
the ornaments that we put on it fell off because it
couldn’t support their weight. We made new ones
out of paper and glitter. Mom wrapped tinsel she’d
taken from work around it and Sarah and I sloppily
placed string lights. We put an old family picture at
the top of the tree because we were too scared that
our expensive Christmas angel would fall and break
if we tried to stick her up there.
Thinking back on it now it was a pretty shitty
looking tree, but back then I thought it was the best
thing I’d ever seen in my life. I remember sitting on
the floor amongst the nails and staples and looking
at it glittering and glistening and thinking that it was
a far better tree than anyone else could ever have. I
thought that even if we’d spend a million dollars on
a tree and all its dressings that it wouldn’t even be
able to come close to this masterpiece sitting before
me.
For Christmas Eve we blasted holiday music
and ran around the living room twirling and waving
our arms above our heads. Mom had somehow
found time to make new flannel pajamas for both
me and Sarah and we had immediately put them
on. She had also given us each a doll that she’d
found at a thrift store. They looked ratty and dirty
but I loved them both. Every bit of dust and matted
patch of hair was a story waiting to be told. The
dolls had character and I loved it.That shitty tree
and our thrift store dolls were great but they weren’t
what made that night so special. It was that we were
all together, making the most out of what we had
and not lamenting what we were missing. I think as
we grow up we lose the magic in secondhand dolls
and shitty Christmas trees.
47
summer nights
adam ruff
48
the people united
adam ruff
49
after the hike
adam ruff
50
CRUMBS
Malena Larsen
He’s looking for love
In the crevices of his couch
Like loose change.
I saw him lift up the cushions
And pull out crumbs
His mother’s earring
A quarter
The spoon he dropped last week
After eating ice cream out of the container.
It was chocolate cookie dough and he ate the whole thing.
I watched him put the quarter in his back pocket
and the spoon back in the cushions.
I told him I had been in love once
And he said
I like it when girls call me daddy.
I had a dream that night that he was dating somebody and my stomach hurt when I woke up.
I became a spoon in the couch cushion
Who said words like
Daddy
And
Fuck me
And
Hard.
At the end of every night I was put back with the
crumbs, and each day that he came to get me there
was more cat hair or lint stuck to me
I waited patiently
Dirty
For him to pick me up.
It was 77 degrees the late summer night he stopped
getting me from the cushions.
He told me that he found somebody to love and we
can’t be friends, because if I see you I’ll fuck you. I
asked him why he couldn’t control himself if he was
in love with somebody.
The inside of my ribcage
Was being scraped empty
51
Like the chocolate cookie dough ice cream container
And my stomach hurt
Like it did after the dream
Where he wasn’t mine
I can’t help it.
He told me.
I like it when girls call me daddy.
When we met he was wearing a suit and it looked
like he had spent a lot of time on his hair but I
didn’t think he was attractive until the weekend
when I was drunk.
Across the table
On the other side of red cups
And puddles of water
He stared at me
In a grey tank top.
His eyes
And arms
Were strong
52
And dark.
Making eye contact felt like sex
And he smelled like Fireball
And somebody I shouldn’t be alone with
And too much cologne.
We went swimming at 6 am at the neighbor’s lakefront when everyone else fell asleep.
He took off his shirt
I kept mine on.
The water fell off of him like it didn’t want to keep
his body covered for too long. He picked me up and
folded me over his right shoulder and threw me into
the 6 am summer sweet lake water.
He drove me home
At 7 am
Still drunk and
Smitten.
It was 88 degrees and my birthday the night I let
him kiss me in the back hallway of our friend’s frat.
I couldn’t wait anymore
He told me
In the house that smelled like
Liquor and dust
And damp wood.
The first time we
Fucked
Was in the front seat of his
White Pontiac Grand prix
At 11 pm on a Tuesday.
I saw him almost
As an animal.
His fists
Were clenched
And his eyebrows
Like shelves
Over his beetle eyes.
Do you like fucking daddy?
After that night I had to sneak him into my bedroom
because he couldn’t do all of the positions he wanted to in his car. He needed to prove to me that he
was the best fuck and that he could make me cum
and that I should call him
Daddy.
I had never called fucking, fucking before. Before I
was a dirty spoon it had only been called love.
His eyes started to remind me
Of Tiny
Round
Black beetles.
There’s nobody else anymore
We should just keep fucking.
And when we fucked
It was 66 degrees and almost fall when he came to
my house in his white Pontiac Grand Prix and told
me
I remembered then, the quarter he put in his pants
and how he used me to eat his ice cream and then
put me back with all the crumbs in the cushions of
53
his couch
Where he keeps looking for love
Like it’s the loose change
In his back pocket.
54
bloomed
audrey campbell
55
pruned
audrey campbell
56
HERMAN
Danny Polaschek
Grape juice dribbled down Herman’s chin and
landed in scattered droplets down the front of his
white T-shirt. He didn’t notice and, after setting
down his half-emptied glass, picked up his spoon
and started on his bowl of bran flakes. Sitting at the
kitchen table, there was nothing in front of Herman
—but a bare white wall. It seemed, however, that he
wasn’t looking at it, but rather through it like a child
looks through a window and, seeing nothing but
gray skies and rain, is overwhelmed by disappointment because they will not be outdoors playing that
day.
As Herman sat there facing the white wall and
chomping his cereal, his son entered the kitchen
and began his morning ritual. Herman heard the
coffee-maker start bubbling from somewhere behind
him in the kitchen along with the quick and efficient pitter-pattering of his son’s feet, who Herman
assumed had to be walking laps around the center
island as some sort of new, trendy morning workout.
Once the coffee maker’s burbling came to an end
the footsteps stopped as well.
Herman focused on the sound of the coffee being poured, the soft sound of liquid filling a ceramic
mug. The sound stopped as quickly as it had started
and Herman was further drawn from his relaxed,
monotonous state by the sound of his son’s voice.
“How are the flakes this morning, Dad?”
Herman didn’t turn around to face his son, but
continued with what he was doing, looking like a
cow chewing cud. “Five star quality,” he replied in
between spoonfuls. “Flaky as ever.”
Herman’s son chuckled a bit and looked up
from his fresh cup of coffee but the laugh died away
when he noticed that his father was still turned away
from him, eyes glued straight ahead. Taking another
sip, Herman’s son pondered whether he would keep
pursuing his father in conversation or not. He ultimately decided against it and left the kitchen, coffee
mug in hand.
A sigh escaped Herman’s throat as he set down
his spoon, finished with his mushed and soggy cereal. Ain’t this the life, he thought to himself sarcastically. Finally turning away from the wall, Herman
scooted himself back from the kitchen table and
slowly stood up. He gripped the side of the table for
balance and took a few deep breaths in an effort to
steady himself. Just a few weeks before, Herman had
57
missed a stair descending to the basement and found
himself tumbling clumsily down the rest of the way
until crashing to a stop on the last few steps.
Herman’s head still felt a bit shaky from time to
time, which caused a bit of a tremble in his legs. Instead of walking from place to place, he grew accustomed to maneuvering his way to each destination
by leaning on and grabbing anything he could for
support and then flinging himself to another sturdy
checkpoint, and so on and so forth until he reached
his goal. It was much like a monkey swinging from
vine to vine, but less precise and much less graceful.
With his feet finally under him, legs steady,
Herman pushed away from the kitchen table and
launched himself to the kitchen counter, which
caught him with cold indifference. Hunched over,
Herman caught his breath for a few seconds before
beginning to shuffle down the length of the marble
counter towards the coffeemaker at the other end.
“This better be a damn good cup of Joe,” he mumbled to himself, clearly exhausted.
Halfway down the counter, Herman stopped.
With a steady grip on the counter he reached up to
the cupboard above his head and swung it open. He
couldn’t see inside but he knew that what he was
looking for was in there: his old blue coffee mug—
one of the only things worth bringing with when he
moved into his son’s house the year before. Feeling
around the smooth, wooden interior, Herman
eventually got a hold of his mug which distinguished
itself by having only half of a handle still attached.
With the partial handle hooked onto his ring and
middle fingers, Herman pulled out his mug and
brought it shakily down over his head, setting it on
the counter with a soft “clink.”
Herman was beginning to feel dizzy at this
58
point, and wished for a moment that he had listened
to the doctor about getting a walker. “Mr. Huckley,”
the doctor said, “even if you don’t think you’ll use
it, take it anyways. Just in case.” Herman didn’t take
the walker, and wouldn’t even let anyone help to
walk him out of the hospital, not even his son. “I
don’t need your damn help,” he snorted each time
someone tried to take his arm to steady him. He was
always a stubborn man and old age wasn’t going to
change that.
Continuing down the counter, Herman felt this
same stubborn anger boiling in him. He was almost
seventy years old and yet he felt like a child who
was just learning to walk. He’d built his own home,
and a garage to go with it, and now he could hardly
make it to the opposite end of the room without
feeling fatigued.
Sweat was running hot from Herman’s forehead. He wiped it with a shaky hand and breathed
in deeply, closing his eyes as he did so. He only had
five or so more steps to go and he braced himself for
the final stretch, determined to get there even if it
killed him.
With a focused balance and patient, shuffling
steps Herman managed to get to the end of the
counter and the coffee pot. He exhaled in relief, and
a satisfied smile tugged the corners of his mouth up
ever so slightly. With his blue mug in one hand, Herman picked up the coffeepot in the other, intent on
pouring himself a well-deserved cup of coffee after
his tiresome journey. His satisfaction was immediately replaced with bitterness as he lifted the pot
and felt that it was nearly empty, only a few drops
remained rolling around in the bottom.
Herman’s minute smile had vanished and his
brow hardened, scrunching up his forehead in small,
tense knots. Setting the pot back on the counter,
Herman hissed repeatedly under his breath, cursing
his son for not leaving him any coffee. Herman’s
hands were visibly trembling and he was having
a difficult time keeping a grip on the edge of the
counter. He contemplated making more coffee but
dismissed the idea immediately, knowing that he
could not remain standing and moving around the
kitchen much longer.
Herman felt a hot flush come over his face and
could feel beads of sweat rolling down his temples
and his cheeks. In one swift motion he wound up
and threw his coffee mug across the room, where it
shattered against the windowless, white wall. Slivers
and shards of ceramic bounced all over the kitchen,
the blue pieces scattered like shattered glass.
Herman heard footsteps drumming down the
staircase before his son entered the room,stopping in
the doorway to avoid stepping on any of the pieces
of blue ceramic. “Dad!” he exclaimed, “What happened?
Herman was bent over, hunched with his hands
on his knees. He was struggling for breath now,
and sweat soaked through his shirt on his back. In
between wheezes, Herman said exasperated, “You
didn’t leave me any damn coffee, you son of a
bitch.”
His son stood there eyeing first his father and
then the indent in the wall where the mug had hit.
He shook his head in disbelief, which quickly turned
to anger. With a clenched jaw, he left the room and
returned a minute later with broom in hand. He
began quietly sweeping the blue bits of coffee mug
into a dustpan.
After Herman had caught his breath and recomposed himself, he pulled his body back
into a standing position, leaning against the counter. He glanced to his son, bent over and sweeping
under the kitchen table. “I heard you on the phone
last night,” he said.
Herman kept his eyes on his son as he stood
and turned to face him. His son raised an eyebrow
at him but gave no verbal reply. “I heard you,” Herman repeated.
His son bit his lip and continued sweeping, eyes
trained on the floor. “It’s just not working, dad.”
59
EL BARRIO SUYO
Chad Berryman
El viento le envolvió al hombre como una manta de hielo. Él andaba por el barrio suyo pero los
vecinos no lo saludaron. Caminaba delante de una
casa grande con flores y grandes ventanas, y por esas
ventanas podía oír una pelea entre dos padres y los
lamentos penosos de sus hijos.
Él seguía la acera que serpenteaba por un
parque lindo donde había un banco solitario. Él
Lo saludó con la cabeza. Recordaba unas noches
del verano cuando este banco no había ofrecido
insultos ni acusaciones, sino un lugar simpático para
descansar mientras él le regalaba un uso admirable.
Pero en el invierno el banco se congelaba como él, y
ambos eran incapaces de ayudarse el uno al otro.
Paseaba delante de una casa blanca de arquitectura maravillosa. Un coche altanero llegara
la entrada. Un padre sincero apareció mientras
acababa de contar los acontecimientos de su día. Su
hija miraba su celular, y el silencio suspiró por la expresión herida de la cara del padre. Ellos entraron a
la casa sin otra palabra.
El hombre nómada seguía caminando, y pronto
la nieve dentro de sus venas se derretía por una balada antigua que se tarareaba al ritmo de sus pasos.
60
No pido mucho, no vivo de prisa
canto los himnos con risa bendita
no tengo nada salvo alma amada
y sin despedida no hay la llegada
THEIR NEIGHBORHOOD
Chad Berryman
The frigid air wrapped around the man like a
blanket of ice. He was travelling through his own
neighborhood, but no neighbors acknowledged him.
As he walked in front of a large, picturesque house,
complete with flowers and giant windows, he could
make out the sound of two parents fighting accompanied by the upsetting cries of their children.
The sidewalk snaked its way through a park in
which there stood one solitary bench. With a nod
of his head, the man greeted it. Nights of summers
past filled his mind, nights in which the bench
had not offered insults or accusations but rather a
consoling place of rest while he presented it with the
gift of an honorable purpose. However, the bench
froze and shivered in the winter the same as he, and
neither could provide the other with any relief.
He passed by a white house of grand construction. There, a flashy car had just pulled into the
driveway. From it emerged an earnest father finishing the recounting of his day. His daughter, however, simply stared at her phone, and the wounded
expression on her father’s face betrayed an unsung
sigh. The two entered the house without another
word.
As the wandering man continued walking, the
snow in his veins began to melt due to an old tune
he commenced to hum in time with his steps.
I don’t ask for much, or live in a rush
in my blessed laughter the hymns come alive
there’s nothing I own save a soul that is loved
for without a farewell one could never arrive
61
ODYSSEY
Eve Taft
Thank you for the twisted pathways of your mind
Which led to the streets and alleyways of Dublin
James Joyce, do you understand that you opened floodgates?
Your avalanche of babbling sentences, sans punctuation
Buck Mulligan tossing form and style into the wind
Your catechism, you, Daedalus, gave us sacrament
Blood flow to wake up the numb limbs of literature
You spoke with your soul to our souls
Fearing not the noise in your skull but flinging it down in ink
I understand you, “life is many days”
I understand you, “god is a shout in the street”
I understand you, “I am another now and yet the same”
You understand me “everything speaks in its own way”
Soon I’ll visit your beloved homeland
Walking the streets of Dublin, writing and giving thanks to modernism
Now as free of rigid form
As Ireland of England
62
postcards from my bedroom
audrey campbell
63
postcards from my bedroom
audrey campbell
64
COUNTING SHEEP
Danny Polaschek
What can you do
when the world is asleep?
Go to sleep too?
I’ve counted all my sheep.
They jumped through the air
gliding for 5 or 6 feet
cleared the fence and then flew
with not even a bleat. I didn’t focus however
on these aerial sheep antics
because far away in the distance
was a sight oh so fantastic.
A blue house, with a single light on
in the window sat a girl
a beauty no pencil could ever have drawn.
I looked up at her
and she down at me
addicted to the eyesight
too distracted to count sheep.
65
3
sky nights
keeyonna fox
67
inner self
keeyonna fox
68
VICTORY OF THE PEOPLE
Petra S. Shaffer-Gottschalk
Your worship was my refuge, your clay heart my focal
point, your chelsea smile the apple of my eye. We were
sick. We poisoned ourselves with amphetamines and pills
until we didn’t recognize ourselves in the mirror. We
walked miles just to feel accomplished in our space, we
turned the cigarettes we shared into sentiments we thought
we shared. I must possess the wrong innocence.
Souls are fickle things that change when left to die in the
cold.
~
He was outrageously tall.
He towered over me like the Statue of Liberty and
he talked to me as though I was a boat in the harbor.
Standing five inches taller than six feet, he was an
image of Ukrainian beauty. He stood like someone
who knew things you didn’t know and this fascinated
me.
I was so naive, so optimistic. I saw the lust and want
in his eyes and I mistook it for passion.The curve of
his jaw and his long eyelashes crept into the screens
behind my eyelids and ignited a fire in me that I
didn’t know how to put out. I was the new girl in
town struggling to keep my loneliness at bay. He
was a gleaming light in that summer of darkness.
I had just moved to Minnesota months before. After
discovering drugs and promiscuous sex I became
nothing short of a hurricane. Amphetamines kept
me awake, cigarettes kept me skinny, and weed kept
me sane. My GPA reflected exactly what they don’t
tell you about functional depression: you can feel
like a blank page, but as long as you fill it with words
people will stop asking questions.
He was selling me drugs. He offered me a good
price. I had never met him but I figured what the
hell, I could stand to meet new people. It was dark,
long past sundown. We were meeting in a parking
lot by a lake a few blocks away from my house. I
was in my mom’s car. I waited and listened to Amy
Winehouse until I saw an orange car pull into a
parking spot a few yards away from me. The man
driving fit the picture I had seen of him before. We
69
made eye contact and he ushered me over to his car.
I took a deep breath, grabbed my sweater, and got
my money ready. He rolled down the passenger side
window.
“You Nikita?” I said.
He smiled at me. A smile that I would come to
know.
“You can call me Kita.”
~
He had really good drugs. I’m not sure that they
were pure, but at the time I didn’t care. Neither did
he. We just wanted to get high. We did his drugs
together, sitting in a playground by the lake, talking
about life and what we crave. He told me that he
was applying to a college in London. I didn’t think
anything of it.
Before long we saw each other every day. He was
a lifeguard who had to be on duty early in the
morning, so he would take me out for coffee at eight
in the morning. No makeup, sweatpants, my hair in
a messy bun. He didn’t care. We would talk about
things that we hadn’t shared with anyone else. He
told me he struggled with his relationship with his
father in Ukraine. I told him that I had struggled
with eating disorders since I was thirteen.
We would sneak out onto his back porch to smoke
cigarettes late at night. His mother hated that we
smoked.
70
“You need to quit smoking, love,” she’d tell me. “I
smoked for twenty-five years and it took two pregnancies to get me to stop.”
His mother loved me. She thought that I was
spunky, independent, had a mind of my own. She
did not like his last girlfriend. She made that very
clear. She, like Nikita, was very tall. She had long
curly black hair and eyes so intense that you would
lose your appetite. Her Russian accent was thick
and powerful. She had run away to the United
States when she was twenty-one and seven months
pregnant with her first son. Nikita.
“Does it mean anything?” I asked him. “Your
name.”
He smiled when he answered.
“My mom told me it means ‘victory of the people,’”
he said.
Oh Kita,
you have no victory.
You are the secret I keep from my mother
the hidden disease that projectile vomits
and digs with fingernails sharpened by teeth.
Your fields of sunflowers told me a secret,
your secrets so dark and beautiful
and I killed myself with your gargantuan sunflowers.
His mother was beautiful. She had been a professional figure skater that traveled the world, meeting
people as she went. She met Kita’s father in her
home country of Ukraine and according to the
story, he was immediately drawn to her exuberant
personality and her long legs. At twenty-one she
was well on her way to continue pursuing a successful skating career until she got pregnant. According
to Kita his father did not accompany her to her appointments.He did not send her flowers. He did not
ask if she was okay. Instead Kita’s mother made her
way to America to create a life of victory and hope.
He took me to meet his grandmother. She said hello
and came in and that was the last that I understood.
The entire time I was there she would ask me questions in Russian and Kita would translate for me.
He taught me how to say
Hello
(Privet)
Yes
(da)
No
(net)
And thank you, which I don’t remember. We spent
almost the entire time we were there trying to help
his grandmother set up a new movie streaming
program on her computer. I know nothing about
computers in English, let alone in Russian. I was
overwhelmed. The leather furniture just made my
nervous sweat more noticeable.
She told me about Ukraine a little bit. She said it
was beautiful but troubled. She offered me chocolate and cookies. I sat, sweating, trying my hardest
to pay attention. When I said anything to her, Kita
would translate for me. I wanted to leave.
After we left his grandmother’s house he told me
to wait in his car while he talked privately with his
grandmother. I thought it was strange but didn’t
question it. I played mindless games on my phone
while I waited for him. Some part of me knew that
they were talking about me, but I continued to deny
it. I was hungry, but I wasn’t planning on doing
anything about it too soon. I was hungry often then.
When he returned to the car I asked what they had
talked about and with no hesitation he said, “You.”
I paused, then asked him to elaborate.
“She likes you,” he said. And that was that.
How strange, I thought, to be liked by someone who
never explicitly spoke a word to me.
~
Andrevich was Kita’s middle name. Named after
his father.
Kita’s father was very handsome. In his forties with
tan skin and thick hair, he was a heartthrob that
would make you look twice. He lived in a nice,
expensive apartment in Kiev with his girlfriend who
was twenty years younger than him. Apparently
that was a theme.
Kita had only seen his father a handful of times
in his life. He had gone back to Ukraine to spend
some time with him as a young boy, but didn’t have
too much recollection of it. When he was sixteen he
went back to live with his father and his twenty-yearold girlfriend for a while. Kita has always been tall,
thin, and handsome. His father noticed this.
“So what happened?” I asked him one day.
71
Kita shrugged.
“He kicked me out and I came back to the states,”
he said without a flinch.
He said this as though it was a commonality.
“He thought that I fucked his girlfriend,” he said as
he lit a cigarette.
There was a very long, uncomfortable silence.
“Did you?” I asked.
He laughed out loud and a cloud of smoke poured
out of his mouth.
“No, of course not,” he said. “My dad isn’t one to
listen to a sixteen year old.”
~
“I’ll take you to Ukraine someday.”
“Sunflowers. There are parts of Ukraine where
there are endless fields of sunflowers wherever you
look. They’re as tall as me and the flowers are bigger than my face.”
He pulled me closer as he talked about Ukraine.
He insisted that I learn all that I could about the
Russia-Ukraine conflict, sending me innumerable
articles daily. Through him I learned about the
importance of the Ukrainian revolution and fights
that had been fought, some as recent as 2011 and
2012. He told me that he wanted to fight for his
people if he had to. When my eyes were flushed
with concern, he pulled me in close and whispered
in my ear, “I’ll survive for you.”
His eyes lit up every time he talked about the fields
of sunflowers in Ukraine. In the same way, his eyes
lit up every time he got angry.
Your golden eyes drew miners to starve and fight to abandon their homes.
We were in his bed, naked, wrapped up in blankets
and speckled by the corner light in his room. It was
late, the kind of late that feels early. The air conditioner hummed in the place of our phones which
were both off and hidden somewhere in the room.
He did no wrong. He could not do any wrong. His
eyes were blank but telling like a wall in a foreclosed
home. All of his intentions were good. Yes. Good.
“Where in Ukraine?” I asked.
“Have you been eating?” he asks as he lifts up my
shirt.
“Kiev, the city squares. And to the huge fields of
flowers.”
“What kind of flowers?”
72
~
I squirm away and pull my shirt down.
“Yes, I ate just before I came here,” I say. I can still
taste the salt in my mouth.
“You look skinny,” he tells me with a hint of disdain
in his voice.
My heart soars. I look skinny. But he’s reaching for
my stomach again and once again I’m backing away.
We get into the car and drive to the gas station.
I say that I need to go use the restroom. While
Kita pumps the gas, I make my way into the small
Holiday bathroom. I put my sweater on the ground
and rest my knees on it, my usual routine. I stick my
finger down my throat and vomit into the toilet.
As I walk back outside, Kita is getting back into his
car. I get in the front seat and sniffle slightly.Kita
looks at me quizzically.
“You okay?” he asks me.
My eyes are watery, my nose is burning, and my
breath is putrid.
“I’m fine,” I say with a smile.
~
The elevator door was so cold against my cheek.
I watched the red numbers blink as they rose.
8...9...10...11. My vision was going fuzzy and grey,
my ears started ringing and throbbing.
11...12...13. Ding. The doors opened and my
wobbly legs carried me down the seemingly endless hallway. My hands were barely working; as I
watched them push my key into my apartment door
I could not feel it. The door opened, I could see my
living room window. I closed the door behind me
and collapsed on the ground.
“Why did you faint?” His words echoed behind the
screen of my phone.
“I just haven’t eaten a lot today.”
There was a silence so deafening that it struck fear
in my heart. Fear I had not known.
“When did you eat last?” He had anger in his voice.
I paused. He would know if I lied but he would hate
the truth.
“I had a little dinner last night,” I said quietly.
“What did you eat?” His reply was sharp.
I was shaking.
“I had a little bit of salad I think,” I said with a
quivering voice.
I could hear his sigh. I can still hear his sigh.
“How many times have we talked about this?” He
exclaimed.
“I know, I know, I’m sorry…”
It didn’t matter. He didn’t listen. I had failed him
again.
“Do you know what it’s like to have a girlfriend that
can’t even take care of herself ?”
“What am I going to tell my friends?”
“You’re not even trying.”
I was sobbing, I was convulsing, I was sweating, all
from my bed from which I could not move.
My phone was glued to my ear and I had no energy
to remove it.
“So what are you going to do about this?” There
was intense spite in his words.
With a shaky voice I said, “I could send you a picture of everything I eat?”
He laughed. With his full, angry throat he laughed
73
at my pain.
“And do what? Post it on Facebook? Show all my
friends that my girlfriend is an anorexic who
can’t even feed herself ? You know what, go ahead.
Maybe that’ll help you change.”
I couldn’t breathe. I wanted to die. My stomach
kept whispering “never again, never again,
never again.” Opening my mouth made me panic
because it reminded me of eating.
I hung up my phone and with wobbly legs I walked
outside in the snow and smoked an entire pack of
cigarettes.
~
Months go by. Months.
I watched him pack his bag with clothes that I had
never seen him wear. He packed light, only a few
shirts and two pairs of pants.
“My dad will buy me more when I get to Ukraine,”
he said.
I sat on the edge of his bed and watched him focus
on folding his clothes. His visa sat in the center of
the bed, staring at me. I started to cry.
“Babe, it’s going to be fine,” Kita said without
breaking focus.
I watched him form a pile of the shirts that I had
grown used to him wearing. They looked like wilted
flower petals.
74
“Why aren’t you taking those?” I asked, pointing to
the wilted pile.
“My father won’t like them,” he said.
Later that night, we were drinking red wine in his
bed. His room was bare and cold. I was curled
against his side, my head on his chest. He stroked
my bare back and played with my hair. I sighed, but
not the kind of sigh that’s followed with kisses. Kita
sighed too.
“Petra,” he said, a tone of exasperation in his voice.
“If I ever treat you like my father treats women,
please leave me.”
~
I still remember how to say “I love you” in Russian.
“я люблю тебя.”
Ya lyublyu tebya.
~
My fingers were bones.
Anything beyond mascara was too much, especially lipstick. He hated lipstick. He thought that it
brought too much attention to my mouth. He didn’t
like when other people noticed me.
He stopped smoking cigarettes and instructed me to
do so too. “They’ll make you age faster,”he would
say. If I had a bad day and smoked a cigarette, he
would tell me he was disappointed.
I lived with three men at the time, something that
Kita would never let me forget. He asked every few
days to be sure I wasn’t sleeping with any of my
roommates. If I was spending too much time with a
friend, he would tell me that I was neglecting him.
He sent me articles outlining how to be a better
partner. He reminded me that he just wanted me
to be the best that I could be. The screaming and
hour-long phone calls were footnotes.
You stripped me of my dignity and told me,
“This is what you have.”
Your monstrous arms crawl into my nightmares
Your titanic stature collided with my glacier
and though you claim I sank you
You were a behemoth and I was a stone.
At the end, I fell into the ground. His screams surrounded me in my echo chamber and suffocated me.
My knees were bruised from kneeling in front of
the toilet all night. How apt for the one accused of
dropping to her knees for all men. I was free but I
did not know it yet. All I knew was the cold floor of
my bathroom and the tales of beautiful but troubled
Ukraine.
My goodbyes have been said,
These addictions fed.
It’s the cost that comes with the sickness.
And your screams won’t be heeded anymore.
75
AN OPEN LETTER TO THE UN-SPECIALS
Halle Chambers
When we are little, even before we can speak
We are told that we’re special and that we’re
unique.
That we all are made different and that none are
the same
Which fits quite nicely in a toddler’s mind frame.
And we are told we should treasure what’s different inside,
That what makes us different is not something to
hide.
But then quite soon after, things start to change;
The word “different” stops meaning “special” and
starts meaning “strange.”
We’re sectioned off from our average peers
In our own little category and told,
“you belong here,”
And then different is bad and normal is good,
And for the different ones, nothing is working the
way that it should
The way we’ve been taught or the way we’ve been
shown
All we know is that we do not like being lost on
our own.
76
So once again we are taken away
To a place where things makes sense again and
we’re ok:
Where no one hurts us,
Where no one can see,
Where no one deserts us,
Where we can be free.
But because the un-specials can’t see what goes
on,
They decide to make things up and get so much
wrong.
And it’s happened for years because they can’t see
through that door.
So long they don’t even know that it’s wrong
anymore.
It’s so fixed in their heads that these lies are right;
They judge each special kid by their stereotype.
But today that will end.
So you sit there and you wait,
cause it’s about time someone set the dang record
straight.
You probably think that this poem won’t cut it,
But today I’m gonna open the door and don’t you
dare shut it!
To start, let’s be clear:
I am...I was in Special Ed.
But just because I was in that room doesn’t mean
I’m brain dead!
So for Pete’s sake, don’t puppy dog guard me!
Just give me a break, it isn’t that hard see:
If I need your help, I will tell you I do.
Just please,
Please don’t mock me.
In my place, would you want me to mock you?
“Oh come on! Let her get it! Go easy on
her!”
Help, where not needed, is almost as bad as a slur.
I’m not invalid
So don’t play that card.
Yeah, I’m a little quirky and oversensitive,
But I’m not, and I quote,
“A little retard.”
Yeah, I’ve been called names.
And those words?
They hurt.
They catch in the center,
In your pit of self worth.
And they tear and they rip,
And those words are collective.
Soon you start to believe that you are defective.
I’ve dealt with them all, and surprisingly,
I actually prefer the straight up bullies
To those who pretend to like me.
Fake friends and two-faces
Of all genders and races.
They’re only my friends so they don’t have to see
me cry.
Or they use me,
abuse me,
Oh, how they confuse me!
Cause I can’t tell what’s truth and what’s lie.
“Hey! He likes you. Go give him a kiss!”
And because I don’t know better, I believe this.
But soon I find they’re not playing Cupid,
They just wanna make me look stupid.
For their entertainment, they make me play the
77
fool;
They pretend that they care for me
When they’re really just cruel.
It takes time and takes work to make you forget;
Even now, I’m not quite there yet.
I mean, here I am, in what’s supposed to be
home,
And yet here I am, still feeling alone.
I’m still paranoid, it doesn’t just end;
I still have to ask if someone’s my friend.
I say one thing and mean another;
I make a mistake,
But you take it verbatim.
Can’t you cut me a break?
If we’re talking and I look like I’m lost,
Don’t blow it off like it’s not worth the cost.
Sarcasm and subtlety muddle in my brain,
So please just take a minute to explain.
Do these quirks make me broken?
Is there something wrong with me?
The way society has spoken,
There would seem to be.
78
Stop poisoning the minds of “different” young
women and men.
I don’t like being defective....
Can I be special again?
SOREX PALUSTRIS
Emilie Tomas
Did they name you for
Your wit, pointed
Nose of pointed judgement
Who brought us fire;
five to seven inches of shrewd truth?
Or was it your mischief
That Inspired them? Your
Presence followed by screams
And a three inch tail.
I saw your likeness on a stage,
Dirt in place of your midnight coat
Though she is reformed now.
Perhaps it was the gleam in your
Eyes; whispered fortunes and
A summer of silver birth.
Maybe you are a messenger
Of God, somehow in your Eighteen
months you learned to walk
On water, the second coming
Of Christ.
79
woodsy adam ruff
gabriel bergstrom
80
WORDS
Malena Larsen
The bathroom wall was covered in words.
Words like fuck and love and song lyrics and
names with hearts around them. His body
looked peaceful, somehow, as he sat propped and
slumped against the door. His head hung to his
right shoulder and his mouth was open like he
was about to say something but was interrupted.
There was blood running down his left arm like
a river and a needle hung loosely out of his skin.
The words that he had heard her say several
hours earlier were getting quieter and quieter.
“It’s not working,” she had told him. “I’m
sorry.” They were smoking cigarettes outside her
apartment when she said it. She knew he had
been trying to fix himself. After twenty-eight days
of treatment and one week in a sober house on
Lake and Fifth she barely recognized him. He was
twenty-five pounds heavier and his skin looked
clean and strong; there was no more grey in his
cheeks. It wasn’t just his change in appearance
that scared her. Lately, he had been telling her
the difference between wrong and right and that
she should stay in on the weekends. His family
couldn’t stop talking about how proud they were
of him and they would ask her, “Doesn’t he just
seem so much better?” She would answer with yes
but feel guilty because she wished he still liked to
make mistakes. His family had a party after he got
out of treatment and his grandfather kept saying
things like, “Men in this family have always been
strong!” and, “Now he can take care of you.” His
grandfather didn’t care for her much but he felt
that she was the least of the boy’s problems. He
didn’t like the way she hung on him like a scarf
or the way she agreed with everything he said
without a second thought.
As he sat on the bathroom floor the words
she had said were getting quieter and quieter.
They were almost gone. He had been sober for
thirty-five days and he didn’t know why. He didn’t
feel better or stronger or more loved. His hand lay
loosely on the floor, palm up and open like he was
waiting for somebody to hold it. Everyone was so
proud of him but he couldn’t imagine living his
life without her.
Long after her words had faded completely,
the bathroom door opened. He fell back onto the
floor. His head hitting hard against the tile.
81
“Oh my gosh!” The man who opened the door
yelled. “Can someone help?” He took out his
phone to call 911. A crowd of people rushed
over to where the man was dialing. A young man
pushed past the group of people.
“Move!” The boy got on his knees by the body on
the floor. He reached into his pocket and took out
something that looked like a pen. He stuck it into
the arm of the body that was needle free. People
gasped and murmured and watched. Sirens rang
in the distance. The boy holding the pen looked
up at the bathroom wall that had words like fuck
and love and song lyrics and names with hearts
around them. He looked up at the group of people.
“It’s not working,” he said.
82
MALCOLM AND THE BLUE SIDE
Danny Polaschek
Brown leaves dragged past Malcolm’s feet
in the wind. The bench underneath him felt like
a rock and he had to clench his jaw to keep his
teeth from chattering. He stared at the empty
playground—the tire swing, the slide, the bridge
and the fireman’s pole. Nikki rested her head on
his shoulder. Each time a breeze swept through,
Malcolm could feel her nuzzle slightly closer, her
hair scratching and tickling his neck.
When he was a kid, Malcolm had sat on this
exact same bench many times with his mother.
They lived in a little blue house just a few blocks
away— “just a hop and a skip,” his mother would
say and Malcolm would make it his mission to
jump and bunny-hop the whole way there.
When they arrived, they’d eat lunch, sitting
together on the narrow, wooden bench. After
each bite of his sandwich, Malcolm would beg his
mother to let him go play, to which she would give
in once she herself had finished eating.
He always went straight for the slide. Once
at the top, he’d yell, “I’m going under!” and
swing himself down into the blue plastic tube. He
imagined he was a deep-sea diver plunging into
an underwater world of sunken pirate ships and
forgotten chests of gold. On particularly sunny
afternoons, he’d stop halfway down the slide and
admire the shadows that moved about on the
illuminated, blue plastic. He’d make believe that
fish swam all around him as little blotchy shadows
hovered whimsically over his head.
He eventually got the idea to bring his crayons to the park with him. He’d sit lodged in the
blue slide for most of the day, drawing exotic fish
with bright oranges, yellows and reds. He knew
fish didn’t smile but nevertheless gave them all
wide grins and big eyes to match. When it was
time to go home, his mother would knock from
the bottom of the slide. “Time to come back to
shore!” she’d announce. Malcolm would hide his
crayons in his back pocket and slide down to his
mother who would wait there with open arms
grinning at him.
The park seemed smaller now. Malcolm
was just as tall as the fireman’s pole and half as
long as the slide. He wondered if his fabricated
underwater universe still existed. Probably not,
he guessed. Although it was getting dark, Mal83
colm could see thick graffiti creeping out from the
shadows inside the blue slide. Malcolm pulled his
sweatshirt tighter around his neck, brushing Nikki
away in the process.
He felt her eyes on his face but refused to
acknowledge her. Inside the slide, he could still
make out the words “Bitch Ass” in thick spray
paint. His crayon drawings would certainly be
gone, he was sure of it now. Nikki picked up Malcolm’s hand and caressed it, her cold skin feeling
leathery and smooth.
“Malcolm,” she said.
Malcolm turned and mustered a smile, taking
Nikki’s hands to his face and kissing them awkwardly.
“Malcolm, let’s go home.”
The streetlights had not yet turned on for
the evening. Malcolm noticed the shadows on
the sides of the road stretching out and growing
bigger as they walked quietly past. He missed the
warm sunshine of summer and the hot nights
spent lounging in the front yard listening to his
mother’s radio; he missed the walks to the park,
his mother laughing at him as he crouched and
hopped along beside her. He remembered the
secret thrill of the crayon box in his back pocket,
then realized he’d forgotten his cigarettes on the
bench at the park. He was too cold to turn back.
He reached out silently for Nikki’s hand and, finding it much warmer than his own, held it stiffly
the rest of the walk home.
84
driving at zero one
john herbert
85
driving at zero two
john herbert
86
PLACEMAKERS
Diamonique Walker
Near my home,
Balloons dance in the wind.
I have reconditioned myself — These are not balloons
from a party, But they still celebrate a life.
I drive by, sometimes I walk.
And see a balloon or several
With their heads bobbing away
Positioned obscurely on the sidewalk.
Or on the island in the middle of the highway. Sometimes on no one in particular’s grass.
I don’t look for party decorations. At the feet of the
balloon’s ribbons, candles, cards and little trinkets sit.
Some kind of offering.
Looking weathered and dull.
His body bled some place close by. Probably killed
within ten feet.
A dancing, mocking balloon
Somehow now gets to sway in his place.
87
NECESSARILY AN EVIL THING CONSIDERED IN ANY LIGHT
Jacob J. Miller
“You know what I hate about this most of
all?” asked the first man. “Nobody’s going to be
around to take responsibility. Nobody is going to
have to answer for their crime.”
“What crime is that?” the other man asked,
sitting next to him in the middle of the cul-de-sac,
both of them at perfect leisure in lawn chairs as if
waiting for a parade to pass by.
“Mass-murder, I suppose. Call it, oh, I don’t
know. Call it, um, inciting the apocalypse.”
“Ha.”
“They deserve to be the ones left behind
after they obliterate everyone else. They should
be the ones who have to reap the aftermath, puke
out their guts and feel their bile boil inside their
stomachs, fend off marauding cannibals and giant
insects. And they should have to live with the new
world they created, or destroyed, rather.”
Just then, the other man looked down and
saw a lonely ant crawling up his pant leg. “Yeah,
but I don’t think that giant bug stuff is true. That
wouldn’t happen. The bugs’ll die like everything
else.”
“I mean, what do you think it’ll be like? I
88
know it’ll happen instantaneously, but they say the
cerebral cortex functions after everything else has
shut down and we linger in a sort of dream-state,
which could last for, well, for who knows how
long?”
“Well, that’s if you’re in a hospital bed, or
you have a heart attack or something, when you
have time to die with a little bit of peace. Our
brains are going to incinerate along with the rest
of us. There won’t even be any stuff of thought
anymore. I don’t think we have to worry about
something like that.”
“But what if that moment of pain before we
go lasts longer, you know? What if time stands
still? Nothing makes sense in a moment of such
lunacy. Such catastrophe. What if we feel our
tongues liquefying and spilling down our throats
and scalding our internal organs? What if, all in
that moment, we look down, and before our eyes
boil and burst from the heat we see our bones
glowing purple through our flesh as it begins dripping off like wax? What if you turn and look at
me and the last image you see is my face melting
off like those Nazis in Raiders of the Lost Ark?”
“I’m not sure it’s the best time to be thinking
like that,” his friend said, as the sirens began to
wail their sorrowful last.
“Why even bother with that fucking thing?”
the man steamed. “It’s inconsiderate, a futile
exhortation. We know what’s coming. We’re not
going to hide in our basements from it like it’s a
fucking tornado.”
“Tornadoes aren’t so easy to hide from either.”
The first man scanned the horizon for what
he knew would be the last time. He took in the
sight of the skyline he saw from his window every
day and, with lamenting eyes, imaginatively
anticipated its supplanting by a fiery mushroom
climbing the sky. He closed his eyes and winced,
unable to cope with the unthinkable thought, the
impossible inevitability. Turning his head toward
a neighbor’s yard whose household ran a daycare,
he opened his eyes to a post-apocalyptic tableau
of children’s toys scattered about the lawn. Nothing needed yet be aflame for the man to resent the
picturesque cliché of innocence lost on display
before him. “Remember when they used to tell
kids to hide under their desks?” he inquired. “All
that siren is doing is making sure that we spend
our last moments in a panic, instead of dying
gracefully, accepting that we’re all in the same
sinking ship, in the middle of the ocean, if the
ocean were the entire planet, and filled with lava
instead of water. We should be spending our time
reminiscing, because that’s all we have now.”
“Well, we can’t talk about our plans for the
future.”
“We can’t discuss potential medical advancements.”
“The coming cure for cancer.”
“And cloning organs. Scholarships our
children just received, the singularity and will
the Matrix ever become a reality; would we ever
make contact with life elsewhere in the universe,
intercept an asteroid, mine them for resources?
It’s all useless, man, meaningless. Every human
achievement since the first spark made from one
rock dragging against another, gone within the
next hour,” he sighed heavily, draping a ribbon
of helplessness over his words of outrage. “Why
don’t you open that up?” He suggested, pointing at the bottle of scotch sitting at the leg of
his friend’s chair. His friend took a swig before
passing it over with a satisfied groan. “Here’s to
everything we do being the last time it will ever be
done,” the first man began. “That’s the best I can
do.”
“Yeah,” the other man raised an empty hand,
toasting to the end and everything that came
before it. “I suppose there’s something beautiful about the entire world—or nearly the entire
world—going out the same way. There’s a kind
of universal solidarity occurring right now, don’t
you think? Some are praying, no doubt, some are
exalting their various saviors, certain they will be
raptured up any minute, but we’re all still going
to be experiencing the same thing, at almost the
exact same time; the same heat, the same instantaneous moment of searing pain before any trace
of our molecules are imprinted as a shadow on
the asphalt beneath us.”
He had a complex contraption of a chair, one
of the men—it doesn’t really matter which one
now that the end was there; the kind of chair that
folds upward from all four corners and was nearly
89
impossible to fit back into its cylindrical carrying
sack—not that that mattered anymore either—
complete with cup holders and a detachable headrest, which he was putting to use as he spoke. His
friend’s chair was more old-fashioned, a conventional folding lawn chair with a checkered pattern
of flimsy plastic wrapped taut around aluminum
pipes, wobbly hard plastic armrests drilled in and
not quite parallel to each other.
Their chair legs began melting into the tar
beneath them. One of the men hummed softly;
a beautiful soundtrack to accompany him in the
cut to black. The other man closed his eyes and,
focusing on the sounds of the encroaching death
rattle, heard them as the grunts and whinnies of
the four horsemen’s horses as they galloped atop
the planet’s rapidly spreading dust.
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Show less
MURPHY SQUARE VISUAL ART
& LITERARY MAGAZINE
ISSUE 42, 2017
EDITORIAL BOARD
Malena Larsen, Editor In Chief
Abigail Tetzlaff, Associate Editor
Audrey Campbell, Art & Layout Editor
Cassie Dong, Art Editor
Jazmin Crittenden, Art Editor
Elisabeth Beam, Prose Editor
Abigail Carpenter, Prose Ed... Show more
MURPHY SQUARE VISUAL ART
& LITERARY MAGAZINE
ISSUE 42, 2017
EDITORIAL BOARD
Malena Larsen, Editor In Chief
Abigail Tetzlaff, Associate Editor
Audrey Campbell, Art & Layout Editor
Cassie Dong, Art Editor
Jazmin Crittenden, Art Editor
Elisabeth Beam, Prose Editor
Abigail Carpenter, Prose Editor
Ryan Moore, Prose Editor
Gabriel Benson, Poetry Editor
Danny Polaschek, Poetry Editor
Cary Waterman, Advisor
2
WITH THANKS TO
Ivy Arts Copy and Print
Augsburg College Student Government
Augsburg College English Department
Augsburg College Art Department
The Echo
Augsburg Honors Program
QPA
3
TABLE OF CONTENTS
1
What Type of Black Girl Are You? Nikkyra Whittaker ........................................................................... 8
Simul Justus et Peccator, Andy Anderson .......................................................................................... 11
Queer, Eve Taft ....................................................................................................................................... 12
Jesus in a Cracker, A.Tetzlaff ................................................................................................................ 14
Grey Cloud Island, David Baboila ......................................................................................................... 17
Saint Paul Airport, David Baboila .......................................................................................................... 18
White Bear Lake, David Baboila ............................................................................................................ 19
Zips Coliseum, David Baboila ............................................................................................................... 20
Bridge, Jacob J. Miller ............................................................................................................................ 21
50 Feet Tall, Emilie Tomas ...................................................................................................................... 25
Meow, Ashley Waalen ............................................................................................................................ 26
Mousetrap, Halle Chambers .................................................................................................................. 27
Faces, Constance Klippen ..................................................................................................................... 29
I Don’t Always Feel Colored, Diamonique Walker ............................................................................... 30
Where I am From, Hannah Schmit ......................................................................................................... 32
Who Am I?, Ashley Waalen .................................................................................................................... 34
2
Gratitude, D.E Green ..............................................................................................................................
CSBR, Gabriel Bergstrom ......................................................................................................................
The Fire, Elisabeth Beam ........................................................................................................................
Desert Drums, Abigail Carpenter ..........................................................................................................
Colors, Hannah Schmit ...........................................................................................................................
Urban Delight, Jazmin Crittenden .........................................................................................................
When Dad Wore Cologne, A. Tetzlaff ....................................................................................................
Shitty Christmas Trees, Elisabeth Beam ...............................................................................................
Summer Nights, Adam Ruff ...................................................................................................................
36
38
39
41
42
43
44
46
48
The People United, Adam Ruff .............................................................................................................. 49
After the Hike, Adam Ruff ..................................................................................................................... 50
Crumbs, Malena Larsen ......................................................................................................................... 51
Bloomed, Audrey Campbell ................................................................................................................... 55
Pruned, Audrey Campbell ...................................................................................................................... 56
Herman, Danny Polaschek ................................................................................................................... 57
El Barrio Suyo, Chad Berryman ............................................................................................................. 60
The Neighborhood, Chad Berryman ..................................................................................................... 61
Odyssey, Eve Taft .................................................................................................................................... 62
Postcards From My Bedroom, Audrey Campbell ................................................................................. 63
Postcards From My Bedroom, Audrey Campbell ................................................................................. 64
Counting Sheep, Danny Polaschek ...................................................................................................... 65
3
Sky Nights, Keeyonna Fox ...................................................................................................................... 67
Inner Self, Keeyonna Fox ....................................................................................................................... 68
Victory of the People, Petra S. Shaffer-Gottschalk ............................................................................. 69
An Open Letter to the Un-specials, Halle Chambers ...........................................................................76
Sorex Palustris, Emilie Tomas ................................................................................................................. 79
Woodsy Adam Ruff, Gabriel Bergstrom .................................................................................................. 80
Words, Malena Larsen ................................................................................................................................. 81
Malcom, Danny Polaschek ....................................................................................................................... 83
DRIVING AT ZERO ONE, John Herbert ................................................................................................... 85
DRIVING AT ZERO TWO, John Herbert ................................................................................................... 86
Placemakers, Diamonique Walker ........................................................................................................ 87
A Necessary Evil Thing Considered in any Light, Jacob J. Miller ....................................................... 88
1
WHAT TYPE OF BLACK GIRL ARE YOU?
Nikkyra Whittaker
On the spectrum of being black and female, we can
only be what we appear to be. Take this quiz to find
out what kind of black girl you really are!
1. You’re listening to the radio on the way to Target.
You’re playing…
a. Beyonce’s “****Flawless”
b. Taylor Swift’s “Fifteen” or “You Belong With
Me” or “Wildest Dreams”
c. Chris Brown’s “Loyal”
d. Keri Hilson’s “Pretty Girl Rock”
2. It’s your day off work. What will you be doing?
a. Blowing off steam on Facebook.
b. Watching old episodes of One Tree Hill
c. Out for drinks and scoping eye candy
d. Talking shit with the ladies while drinking Moscato!
3. What’s your dream home like?
a. Full of books on systemic oppression
b. Beverly Hills penthouse
c. Some big shot rapper’s mansion
d. Spacious New York Loft
8
4. Your favorite TV show is…
a. Docu-series on race
b. Sex in the City
c. Bad Girls Club
d. Love and Hip Hop
5. Finally, who’s your favorite female icon from this
list?
a. Angela Davis
b. Taylor Swift
c. New York from I Love New York
d. Nicki Minaj
Tally up how many of each letter you got and turn
the page to find out who you really are!
If you got mostly a’s...You’re an Angry Black Girl!
Congratulations, you loud-mouthed, anger filled
home-girl! I’m guessing there’s always some reason
to be mad at someone, isn’t there? Do you just spend
your days in a perpetual state of rage, angry at the
world for reasons they don’t find important? Do you
find yourself constantly snapping your fingers in
that z-formation, pursing your lips at anyone who
steps in your way? I bet people are telling you to
just be quiet, huh? I mean, what issues could you, a
black female, possibly have? Why should you care
that your high school English teacher gives you a
C+ on your essay because she thinks you copied
it from the white man online? Why does it matter
that your male co-worker at Target constantly teases
you about your nappy hair, calling it a “brillo pad,”
“cheeto puff,” or some other clever name? None of
this should anger you! Be aware, you sassy Sapphire,
in this world, your anger means nothing.
If you got mostly b’s...You’re an Oreo!
You grew up watching Lizzie McGuire and
listening to Aaron Carter. You straightened your
hair from the moment you were old enough to assert
yourself and cried when it wouldn’t lay flat. Your
friends were always shocked to see you bring collard
greens and jambalaya to lunch so you stopped eating
your favorite foods. They didn’t understand why
you couldn’t just brush your hair, wash your hair
everyday, why it suddenly grew or shrunk inches
overnight. I’m certain you’ve heard from many of
your friends how they just don’t see you as a black
girl. They erase your black skin because it doesn’t fit
the images of other black girls they see. You spend
most of your time edging away from the loud black
girls, the ghetto black girls who ate hot cheetos and
drank kool aid and had corn rows and long braids
and smelled like a mix of the jungle and your
ancestors pain and you wished, maybe for a just a
moment, but you did wish that you could be white.
But honey, you can never wash off that melanin! It’s
a permanent stain. Just because your friends can’t
see the black on you, it doesn’t mean the rest of the
world can’t.
9
If you got mostly c’s...You’re a Hip Hop Ho!
You sexual deviant you! Let me guess—big
breasts, small waist, and wide hips? You’ve got that
original Betty Boop to you, something in your eyes
that say yes to a question no one bothers to ask.
You’re the black girl that white guys use as a notch
in their belt. You are the exotic sexual being that
men love to hate and hate to love. You became a
sexual thing at a young age, when your breasts came
in at ten years old and became d-cups at fourteen.
They started looking at you differently, didn’t they?
Your eyes stopped existing. Your words didn’t matter.
Your body became the tool used to diminish your
worth. How often did you get yelled at in school to
put on something less revealing than your shorts?
Did you ever wonder why the skinny, flat-assed white
girls were never told the same thing? Honey, your
wide hips wrapped in chocolate skin were never
yours. You will never be yours.
10
If you got mostly d’s...You’re a Ghetto Fabulous Black Girl!
You make what little money you can working at
Walmart or doing nails. You make people waiting at
the bus stop with you uncomfortable with your loud
laughter and yellow and pink braids and long, bedazzled nails. You toss your weave around, remove
your earrings, and square up to anyone that says shit
about you. When you’re out, you are often told to
stop yelling, screaming, taking up space. You’ve got
baby daddy problems and you’re only 18. You grew
up playing double dutch in the middle of the street
with old rope. You accept your black, your ghetto,
your Ebonics. But you are not supposed to accept
yourself, honey! Don’t you see the fashion police
spreads in the magazines? You are on all the pages!
Don’t show your hips. Put on a shirt that conceals
your stomach. Put your breasts away. Don’t wear
bright lipstick. Stop standing out, being different.
Get smaller, quieter, lesser, as you are supposed to
be. You love your black too loudly and it makes
others uncomfortable. Your job is to make people
comfortable so do your best to limit the loudness of
your melanin.
simul justus et peccator
andy anderson
11
QUEER
Eve Taft
You think there isn’t a sign on my ribs that says
“stonewall inn”?
You think Matthew Shepard doesn’t tug at my hair
and warn me
as I walk the streets of my city?
You think I don’t choke on the smoke
from the hellfire you spit from your pulpits
with sparks that sear and heat branding
irons
which scar your names on me to mark me as
danger?
You think my veins don’t shiver
when they think
of the devastation
wracking the cities
that some called deliverance
while Reagan fiddled
as we burned
You think that the prisons
pink triangles
asylums
bullets spitting into a nightclub
don’t whisper in my head as I make my
way through the world?
12
You think that I don’t notice—
I kiss her
and kiss her
—the headline blowing by with a death toll
and I kiss her
the skyline splashing out behind us
the lights on the Washington Avenue bridge flicker
on and I kiss her
Putin criminalizes us, across the
world
I kiss her
Vigils held too late for young suicides
Corrupting, perverted, disgusting, an affront to
family values—
I kiss her
in the rain and the sleet of Minnesota
I kiss her, our lips tasting of chants from the protest
that shut down I-94
handed down from our grandmothers
hearts beating, eyes sparkling, alive
I kiss her
You think I forget the lists and the candles and the
deaths and the pain and
all that roars in my ears is a chorus
screaming over and over again
you were not able to kill us
I kiss her
and all is still
13
JESUS IN A CRACKER
A. Tetzlaff
Eucharist
I hugged my father’s black, pleated pants while
we waited for mass to start. He was beaming proudly and chatting with the rest of our family. I wore
the only dress I allowed to touch my body: by then
it was a year old and from my uncle’s wedding when
I walked down the aisle carrying a bouquet, looking
like a blonde deer caught in front of a semi truck.
It had a black velvet top connected to a white skirt.
All the girls wore white. My parents cut their losses.
All the boys, shirt and tie. Eight-year-olds taking
their first communion despite the fact that most of
us had no idea what was happening. Understanding the sacraments isn’t really necessary when you
grow up in a Catholic family. By the time you are
aware of your burden, it’s too late anyway. Religion
lived at Nativity of Our Lord Parish, in Green Bay,
Wisconsin. Between church and home, I lived in a
realm of contradiction. I came to visit religion, but
it never went home with me. On Sundays when the
game was in town, God would not judge you for
wearing your Packer jersey to church. Sinning was
bad, but you could tailgate and drink and carouse to
your heart’s content. We should have taken beer at
14
that first communion. We would have appreciated it
more than the wine. We took our places in the ritual
that had been performed again and again. The
time-worn ritual begins anew as I walk to the altar
with my hands folded in front of me. I must remember to raise my hands high enough so the rheumatic
priest doesn’t have to bend down. Right hand over
left. I’m a blonde deer again.
“The body of Christ.” This is the part where
I say, “Amen,” whether I mean it or not, then
put the communion wafer in my mouth. I must
cross myself (right hand touching head, then left
shoulder, then right shoulder) as I walk back up the
aisle and toward my family. They liked to sit in the
middle section, never too close to the altar. They
didn’t like making direct eye-contact with the priest
during his homily. To this day I skip the wine for
fear of communicable diseases. It stuck to the roof
of my mouth, this first communion wafer. It was
stale. There was no substance. Maybe the parched
flour and water, mixed with the lingering incense is
actually what Jesus tastes like. The absorbent clump
lasted into the next hymn. Saliva rushed into my
mouth and eventually the wafer, heavy with mois-
ture, fell from the roof of my mouth. I swallowed
without chewing.
Just go with it, I told myself. All these people
believe in this, so one day, you will too. But I wasn’t
sure. I didn’t get it. The power that kept me from
running back up the aisle wasn’t the love of God
gently pushing me along, but the ritual itself, and the
expectation of my parents and grandparents watching proud and probably dewy-eyed as I joined their
ranks. Hugs and smiles and congratulations as my
family comes out of the first communion Mass, but
I wasn’t sure what was such cause for celebration; I
hadn’t had a great epiphany about God, nor had I
felt any change at all. It was just like every Sunday
late in October.
head and tell me I was forgiven. “Sometimes, I’m
not very nice to my mom or my brother,” I told him.
Navitity didn’t own a confessional booth like the
ones in movies. In fact, I don’t think I’ve ever seen
a confessional booth at any Catholic church outside
the movies. We sat quietly in a tiny room. Being
small for my age, I circled the air below me with
my feet. I sat facing him directly. He crossed his legs
under the cassock he wore, clearly annoyed. After a
silence and a slow nod, the priest said, “Sometimes,
we hurt the people we love the most.” It was the
only part I heard or remember hearing; he started
talking about God’s forgiveness, I assume. I didn’t
pay attention, because I didn’t feel different after
admitting such a pitiful sin.
Marriage
I had no ill-feeling toward the physical place
of church. In fact, the ritual, the sounds, the smell
of incense, and the light that filtered through the
stained-glass windows from an Easterly rising sun
became familiar and comforting over the years. The
nave, filled with old pews, had witnessed my parents’
wedding and my grandparents’ weddings. The organ towered over the choir. The smell of old patrons
and Sunday cologne too liberally applied became a
sensory memory of that place. However, religion has
never been an inward practice; the practice and the
scene never joined together.
Anointing of the Sick
When times are bad, I’ve pulled the fragments
of ritual from my memory and recite the “Our
Father.” I did this in the winter of my eighteenth
year in days following my grandfather’s funeral. He
died of bladder cancer, worsened by a communicable bacterial infection called C.Difficile. I became
familiar with the ritual of funeral; I’d been to three
or four for close relatives. But this time, the ritual felt
different. Before, I was sad. My grandfather’s funeral
confirmed that the only sacred part of my world had
been ripped mercilessly from my arms.
Reconciliation
“Forgive me, Father, for I have sinned.”As the
words come out of my mouth, they themselves felt
sinful. I hadn’t sinned, I was eleven. I barely knew
what sin was. I had to stop a moment to think of
a sin I had committed, so the priest could nod his
Baptism
I sat in the shower until the water hitting my
face was colder than I could stand, reciting
the “Our Father” over and over, sobbing.
Our Father, who art in heaven, Hallowed be thy
name.
I hoped, over so many repetitions, that my view
15
of God and heaven would change. Yet, it confused
me more. Religion stopped looking like the patron
blind to reality and became a place where I didn’t
belong. Like I was missing out because I didn’t get
that epiphany, and didn’t have that same faith.
Confirmation
Religion was so stale, that when my Mother
would occasionally talk about faith, or God, or divine love at the dinner table I would blush with pity
and embarrassment. How can you believe this? I
thought, how can you be so blind to the real world?
Perhaps, I’m the blind one. I continue to live in
an intermediate space between faith and atheism. I
can’t commit to either. The fence between atheism
and faith is fraught with angst. Most days, I try to
laugh away my uncertainty. I tell jokes about my
Catholic past, chuckle when I hear of “recovering
Catholics,” and tell friends, “It smells like a Catholic
church in here,” whenever they burn incense. Religion is still stale to me. Religion has no nutritional
value. Stale religion has no holy orders.
16
grey cloud island
david baboila
17
saint paul airport
david baboila
18
white bear lake
david baboila
19
zips coliseum
david baboila
20
BRIDGE
Jacob J. Miller
This was not way back when, as my dad would have
you believe. It was more recent than that. If he can’t
flat out deny it, which he no longer can, he will at
least try to convince you that it was so long ago as to
suggest it might have been a different lifetime, and
he a different person. He has been, after all, Born
Again. Except he was not the only person involved,
and to carry along as if he was is an exercise in what
I’ve heard philosophers call solipsism. For him, his
transgression was between himself and the Holy
Ghost: accountable not to those he wronged, only to
an invisible spirit. But he doesn’t have sole authority
in determining the past’s relevance or irrelevance
to our lives today. My mother too pretends the past
is only what has happened at a particular point
in time, and not a factor in what determines what
has happened since then and what is happening
now. The slate wiper theory of forgiveness is what
allowed them to wear their veneer of innocence and
believe in its authenticity, and for that reason I resent their new-leaf turnover. My love for them may
not be emergent in my words, I know, but I do love
them, regardless of the fucked up traits they passed
on to their children, which will become evident as
this story unfolds
You might be wondering, if you care at all, what
could be so terrible. Well, it’s not so terrible, and
not even very uncommon, but it happened to me,
and my brothers and my sisters, and there was never
anything we could really do about it. We watched
it unfold almost every night to reveal its rotted pit.
What was scariest was not when a half-full beer bottle would be hurled in our direction for us being too
noisy, and then being held responsible for wasting
the beer, and getting punished even more for that.
What was scariest was when they fought with each
other, mom and dad, when they were both liquored
up. All of us children would be sitting in the living
room, on our knees, in a line, with our hands folded
and tucked inside our clenched thighs, having
hitherto been fulfilling our playful, childish duties
who couldn’t expect things to go so suddenly and
intensely wrong. They would fight about anything,
or nothing, for all we knew or cared. They would
yell, swear, slam their fists on various surfaces, throw
things across the room at each other as if rehearsed.
One time, I remember, and this is what I’m talking
about when I talk about how scary things got, my
21
dad had my mom pinned up against the refrigerator—after she threw three or four plates at him, one
that hit his arm, but would have hit his face if he
hadn’t been blocking, and cut it deep. He had the
sharp kitchen knife pressed firmly under her chin.
If she gulped too hard in fear, or if dad in his stupor
lost balance, she would have been bleeding all over
the family pictures held by magnets to the fridge.
As we grew older, my big brother and I began working under dad instead of merely living under
him. Our prospects in life weren’t substantial at that
point. Whatever potential we had, it had never been
encouraged, so entering into the family business, if it
can even be called that, was the only viable option.
I woke dad up most mornings from his typical
collapse into a face-down, fetal heap on the kitchen
floor, sometimes still wet, sometimes already crusted
over. I’d say, “it’s time for work, dad,” and he’d drive
me to the site where (drinking coffee with whiskey
in it on the way) heavy machinery was waiting to
be operated—even though we used hammers and
nails whenever we could. Stonehenge-sized slabs of
cement, wooden pillars, cinder blocks, and iron rods
littered the landscape. It was all so disorderly that if
a nomad wandered upon the scene, the indication
would be of destruction rather than pre-construction. There were no piles of allocated materials
or inventoried supply lists. It could have all been
salvaged from past demolitions or by thievery from
other project sites. We seemed to accrue it all without any kind of exchange or standard of accountability for use. Everything seemed to just show up
wherever and whenever we needed it. Who actually
made all this stuff? How did we move it from place
to place to use from job to job? Who permitted my
sodden father to oversee such potentially hazardous
22
projects? He was a self-made man outside the advent
of auditing. What did I care then? I was making my
way, fashioning for myself a future out of will power,
and holding my breath until I could extricate myself
from this grim farce.
First day on the job, my dad said to me, don’t
fuck up, or he’d make me test the bridge before
the support beams were all in place. I believed
him. That particular bridge wasn’t connecting two
sides over a raging river or anything; more of a
convenient pathway over a stream, but it was still a
threat coming from dad. Second day on the job, my
brother James tore partway through his leg with a
chainsaw. I heard him yell, but it sounded more out
of frustration than terror and pain. He sat down,
ripped his immediately blood-soaked pants from
where the initial tear was, delicately unlaced and removed his boot so as not to cause more pain, grunting as if he had done nothing more than step in dog
shit, and lifted the nearly severed part of his leg that
dangled lifelessly like a tube sock on a clothesline,
to close the wound, from which I saw steam rising
sacrificially to the wintery heavens. He reached
forward to grab the excess of sock which, although
bunched up at his toes, had a long, tortuous journey
before being completely removed. He screamed as
he stretched forward, more circumstantially appropriate this time, and this is when I dropped my—
whatever, the thing I was holding, I can’t remember
what, but I didn’t hear it land because I couldn’t
assimilate anything else that may have been transpiring around me. I almost seemed to float over to him,
not even aware of my legs propelling me forward. I
saw all the blood, but I wasn’t put off by it as much
as I thought I probably should have been, and I
thought that as I stared at it pooling out. I observed
it dispassionately, coldly, but I may not have been
breathing. At first sight, it was just an organic pipe
that sprung a leak. I think I asked if he was all right
but I meant it more like did he think he was going to
die. He said to go get dad and that’s when I became
afraid. I stood there for I don’t know how long, until
he repeated himself more urgently:
“Walt!” he said, “Go! Get! Dad!”
I listened that time, but I was still very afraid. I was
trembling and began feeling like I might faint, and
I almost hoped I wouldn’t find dad, that he’d be off
drinking somewhere, but he wasn’t. He was drinking
right there, over a small mound of dirt, holding a
big piece of wood sturdy for someone to do something with. I saw his breath bellow out into the cold
with a cough and evaporate as he took a swig from
a bottle before sliding it back into his coat pocket,
without so much as a pretense of inconspicuousness.The bottle neck stuck straight out and brushed
against his elbow, a cumbersome lump sinking
down and throwing off his equilibrium further than
the ethanol already had. I slowed my pace, tried to
regain some composure, and still hoped he wouldn’t
notice me. I could claim an attempt at getting his
attention, but he just couldn’t be bothered with me.
I tried, I’d tell James, but I’ll carry you. I was sure I
could have done that. Part of me still wished I could
have avoided involving my dad at all. It was selfish,
but I thought I might get slapped with the blame.
But I yelled, Dad! Come quick! Dad, I yelled again,
skidding on the gravel as I spun around, intent on
not letting my dad’s impatient glare lock on me,
and from that momentum, nearly ascending at a
perfectly horizontal angle in the air before I landed
face first on those same tiny rocks, a perfect reenactment of self-humiliation on the school playground
at recess. I felt all those multiple points of impact,
but wasted no time in catapulting myself back
up—no time for embarrassment just yet—clawed
off the pebbles that clung gently to the tiny dents
they bore into my face and palms, and sped back
to my brother who, when I reached the dirt-mound
summit again, I could see was lying flat, surrounded
by the thick, still-steaming purplish puddle which
had, since I left him, at least quadrupled in circumference. Not looking back at all during my return
sprint to see how far behind me dad was, or even if
he followed me at all, I turned from the sight of my
brother completely to see him, Dad, shuffling over
the mound, bogged down by beer bottles, which
could be heard clanging together in his pockets.
He was wheezing inhalations of frozen air. He saw
James right away, I know it, but he didn’t say anything until he got right up close to him, planting one
clumsy boot in the blood puddle with a squelchy,
meager splat, like an old-fashioned letter-sealing
stamp on melted wax. He leaned over with outward
turned elbows and hands on hips, looked at James’
face. James’ eyes were closed. Dad then scanned
down to the butchered leg, grimaced, scanned
back up to James’ face. James’ eyes were now open
again, frigid with shock, and dad said, “pull yourself
together, son,” erupting hysterically at his own clever
buffoonery.
James turned out to live, no real thanks to
our father. I ended up having to run to the nearest
phone anyway and call an ambulance. He didn’t
even lose his leg. He did require a blood transfusion
because he lost gallons of it, or at least it seemed
like it when I stood there staring at the mess, but his
gristly cheeks had their color restored right in front
of me, resupplying and, it almost seemed, re-inflat23
ing him to human shape at the coercion of some
stranger’s bodily elixir. It worked like sorcery, but far
more astonishing because it was methodologically
reliable. The warm fluid surged through his veins,
and he was ensconced for a moment in a prodigious glow of newfound vitality. Back then, my dad,
laughing, called him a lucky son-of-a-bitch, whereas
telling the story now, upon reflection and suspension of rational thought, my brother was “touched
by an angel.” Now, whenever this celestial creature
of mercy is mentioned, who conveniently remains
anonymous for humility’s sake I suppose, instead of
our dad drunkenly laughing and mocking the situation, James does. An example of an aforementioned
fucked up trait passed on in the family.
24
50 FEET TALL
Emilie Tomas
I was in 5th grade
When my class went
To see ‘The Human
Body’ and I watched
In childhood
Horror as
A 50 foot grin
Unfurled, loomed
Large enough
To pull me
Into orbit
Devoured
First a sandwich
And then my
Faith in humanity
With deafening
Smacks
Like thunder
If thunder
Was made
Of jelly and
Dismay and I
Knew it was a
Crime to allow a
Person to become
This
Inflated,
With every pore
Its own path to
Hell and I knew
I couldn’t trust
Anyone because
In our heads
We are all
50 feet tall.
25
meow you see
ashley waalen
26
MOUSETRAP
Halle Chambers
Minnie “Mousy” O’Mally knew she was
invisible up here on her fire escape. This was her
safeplace. With the ladder pulled up as it was now,
almost no one could reach her here. Plus, even if
someone did make it up here, she could easily get
away.
If she crawled rough the window, she’d be
securely locked in the apartment. There, it was
warm and dry and at least sometimes safe when her
daddy…no, excuse her, correction, “Father or Sir”
wasn’t home. He hated when she called him Daddy.
He wasn’t home now, out doing illegal God knows
what in the “family business,” but he would be back
soon. Hence why she was out here. So, no apartment, not right now.
If she dropped the ladder, she could slide down
to street level in seconds and be down the block
in under a minute. She knew, because she’d practiced and had timed herself. The only way to avoid
getting hit in the face was to be quick on your feet.
That was the first rule of fighting that Jase, her older
brother, had taught her. With the life they lived,
it was also a rule of survival. And they didn’t call
her “Mousy” for nothing: she was small and fast…
very fast. Jase could make a distraction, and Minnie
could run. But, Jase was working a job that “Father”
had given him out of town till this weekend, and
she’d surely get caught if she didn’t have her usual
head-start. So,“down” wouldn’t work either.
If she scaled up the ladder above her, she’d be
on the roof, where their oldest brother, Cobie, had
often taken her and Jase to stargaze. She hadn’t
known till six years into her still short life that he’d
done it to keep his precious baby brother and sister
away from their father’s sight when the man would
come home satellite high or plastered. She hadn’t
known till twelve years in that he’d take their father’s
hungover backhand on the mornings after, so she
and Jase didn’t. All she’d known as he’d taught her
each constellation was that Cobie was braver than
Orion and that she and her brothers were more
inseparable than the Gemini twins. But, her world
went as topsy-turvy as Cassiopeia when her father
had sent Cobie away, saying he would not have a
queer as a son. When Jase and Minnie hugged him,
Cobie swore he’d come back for them in a year or
so. Jase had given up when he’d been two years
gone. That was two years ago, and now even Minnie
27
was starting to doubt. No, she couldn’t go up to the
roo, not alone.
She shivered in the October chill as she reviewed her options: “in” would be facing her father’s
wrath, “down” would be facing being caught by
a cop or a stranger, and “up” would be facing a
reminder of the happiness, now heartbreak, brought
by a brother who was likely never coming home
again. So, maybe she couldn’t escape easily…or at
all. She shivered again, this time more in frantic
panic than from the frigid, near winter city wind.
For not the first time in her life, Mousy felt trapped.
28
faces
connie kilppen
29
*I DON’T ALWAYS FEEL COLORED
Diamonique Walker
Sometimes I find comfort in places I somehow know
I don’t belong
Never a full day, but hours will pass and I won’t
consider my brown skin or kinky hair
I’ll let the imminent fear of my black body being
made into an example fall back to the depths of my
mind
My daughter’s safety in mixed company won’t occur
to me
I won’t juxtapose my blackness with any other’s
identity
confidence
As if one chooses randomly from a pile of stock
black girl names when they look at me
He asks me if my hair is real
I tell him he can’t ask me that
He says oh it’s okay, my girlfriend is black
I’m a dirty smudge on freshly ironed white linens
Trying to blend in, trying to live my life
I breathe, momentarily
Suddenly, I’ll feel breathless, choked
Stabbed in the chest
Stung by a white hot micro aggressive slap in the
face
An unsolicited violation of my personal space
A pale hand gently pulls a lock of my hair in white
amazement
Or a thin pair of lips will say “what’s upppppp” to
me and not anyone else
I’ll get called a name like Jasmine with such utter
30
*Line borrowed from Claudia Rankine, Citizen
WHERE I AM FROM
Hannah Schmit
I am from the forest. From ruddy Maple and heady
Pine. I am from the sunlit dust that refracts the life
of the breeze. The rough wood of the trees are my
bones, roots firmly planted deep in the depths of the
cool black soil. Generations have taught me to live
in the sun, tan weathered hands, calloused and worn
cover small, break earth and sow seeds. Exhaling
with the unfurling of new leaves whose first stretch
welcomed life, I learned the importance of patience
and nurturing.
I am from dirt beneath my nails and gritty sand in
my teeth. Sap painted hands and hot tar feet, blackened from short dashes across burning pavement
that rippled with summer heat. Sandboxes were my
kingdom, the layers of silt and sand familiar to my
prodding hands. I climbed turreted towers of twisted
bark and branches to survey the world and breath
in time with the breeze. Twigs and leaves were my
crown and a rusty tractor my carriage. My people
were the songbirds and insistent cicadas whose songs
filtered lazily together through the woods. Sometimes I called back, matching note for note, melodies
and harmonies creating a canopy of familiarity.
I am from wildflowers who nodded their velvet, satin, and paintbrush heads as I passed by. From dried
grasses whose sweet scent rose from rolling waves
that undulated under horse-tail clouds above. The
gold-fringed top of the corn is my hair as it turns to
brown under the autumn sun.
I am from the passing of seasons, each marking the
time as brilliant red and orange gave way to pristine
white and serene gray. Freckles and sunburn traded
for pale skin cold kissed cheeks. My life can be
counted in scraped knees and bruises, and band-aids
and scars, each a story unique unto itself.
I am from the water. Clear and silted, still and rushing it surrounds me. The river courses through my
veins, its steady pulse my heartbeat. I am from the
muted silence of holding my breath. From letting
go in the soft pixelated light that swirls lazily in the
haze of a murky river. From the dew that rests in
early mists that lay as a blanket over a newly purified
earth, protecting the last of the dawn.
I am from music. Love-strung tunes of lullabies rock
31
my past to sleep and call forth dog-eared memories.
Treasured memories that float fragmented in my
mind,
I was waltzing with my darling…
Goodnight, Irene…
Then sings my soul…
Black Forest I have come to be in this place. Knit
sweaters and hand me downs weave the fabric of my
personality.
The black ink of the notes is stained on my fingers, the lyrics printed out as a map on my mind.
My body is movement, ‘full of grace’ as I danced
through recitals and music competitions. My history
is composed of the ivory keys of a piano board, the
metallic strings of a guitar, and the soft wheeze of a
musty accordion.
I am from survivors. From broken families and lives
I was given the opportunity to begin. Out of the
ashes of war and blood, death and pain I was taught
compassion. The scars remind me of my privilege.
A handful of ink-smeared letters, a fading tattoo,
and relentless nightmares that went unspoken.
Touched by shadows of heartbreak and longing I
have learned the fears of disease and pain, the cruelty of man and the destruction of illness.
I am from a legacy. Footsteps preceded my very first
and taught me how to stand tall—to walk courageously. When I was tired of walking and needed to
fly, strong hands lay behind me as I learned to test
my own strength.
I am from fading memories. From sweat and
ploughs, rough tools and run down sheds. My past is
a copper foundation of saved pennies stretched with
love and trust. The polished wood of a hunter’s gun
and tug of a taut fishing line tie me to
the land of a generation gone by.
I am from the creaking wood of a ship that ferried
dreams. From the fjords and
32
I am from strength. From weary hands that sought
to move forward. From songs crooned in different
tongues, prayers tucked away from missed lives.
I am from the sweet smell of tobacco. From a worn
brown pipe laid in the top overall pocket. From tales
of Shirley Temple and shiny black shoes. From the
canoe as it passes over reeds and the click of a cane
keeping time with shuffling shoes. From sterilized
rooms and flowers with similarly fated owners.
I am from loss and tears.
I am from the Mississippi and the Great Lakes, from
steam and coal. From concrete jungles and log cabins. I am a piece of the past, I am…
The rooms of my mind are wallpapered with
snapshots of a younger me. Sayings and phrases are
the soundtrack of my life. I carry them with me.
Tucked in locked and forgotten rooms they wait
patiently, longingly for me to recall.
future. I seek not where I am going only
exist here, as I am.
I am from the past. Shaped by the present I live for
the future. I am from wanderlust. An incorrigible
desire to explore that cannot be quelled with the
stillness between heartbeats. I am from the excitement that teeters on the brink of the inevitable.
I am pulled at by the gentle whisper of religions.
Called to the beauty of holiness in the world, I am
grounded in the church yet growing in the temple
and the mosque.
I am gentle hands that have learned to be useful—to
give back. Well-used fingers taught to survive and
protect. I am a collection of places and people that I
have encountered. In love with humanity, I exchange comfort for experience.
I am at home in the concrete jungles constructed
from heat-cracked pavement and in the mudpatched hut of the desert. The mountains and caves
call to me like the trees and fields of my youth. I am
at home in the grand expanse of a world that knows
no limits, understands no boundaries. A world that
exists, simply to exist. My feet itch to travel down
forgotten paths where the dust of ages can billow
out from under me and cloud the clarity of the
33
who am i?
ashley waalen
34
2
GRATITUDE: A POEM IN FOUR PARTS
D.E. Green
1. Le Chaim
2. In Praise of Delusion
Each day, my own sunrise, my own morning star:
your red head radiates strange aerial spikes.
When he walks down the sloping skyway from
Memorial
to the Music building on his way to a long evening
class, he sees his reflection in the large classroom
window at the base of the slope. He loves that mirror. In it, he is about a foot taller than his five-fiveand-a-half and twenty pounds lighter. He is younger
than his sixty years.
The silver hair is less telling. As he approaches, the
Other ways slightly, moves with the elegant gait of
an athlete or dancer. This, he imagines, is my Norwegian double—tall and slender and (at least from this distance)
good-looking.
Of course as man and image converge, his Other
shrinks into an eastern-European, Semitic, rather
compact, little old man.
Perhaps (he wonders) I have seen the inner image of myself.
Perhaps (he smiles) I am happy just to have illusions.
Our son’s beard and long Hasidic locks
on a head never bowed in prayer hover
over his guitar and, till he gets it just so,
a heavy-metal riff. The picture of Ollie, our old
pup,—
his face speaks love, love, love. Like the holiday meal
you’ll pretend to let me cook. Or when your hand
gently
strokes my heaving shoulder: I am sobbing silently
because the movie has ended well—a good death,
timely reconciliation, vows revived, a renewed
breath.
36
3. Thanksgiving
4: To My Son
This morning, as I drive
from Northfield to Hampton
past field after barren field,
three wild turkeys
foraging and gobbling
at the edge of the road—
their white-splashed wings,
black-feathered trunks,
It’s Friday, Z—, and (as always) time to say how
much I love you (and your mom too, since I don’t
say it often enough though I feel it every minute)
and how much I miss you and hope you can spend
a few hours with us and Grandma the first weekend
in November. We worry about you every day, ‘cuz
that’s our job, but we also have an abiding sense
of how strong you are: How much you have been
through, how far you’ve come, and how you face
each day with grit—and, I hope, love. The latter
is so hard to do: Over breakfast your mom and I
sometimes sit around and whine about our work,
about grading student papers. But a little later I’ll be
walking across campus and the light will be just right
and I’ll see a familiar face amid a group of young
people and—I don’t know why—I feel love. I think
that’s the word. And I felt it last time we picked you
up downtown and you were talking to some scruffy
stranger on the street. And the fact that you can still
be open to such encounters—isn’t that love too?—
filled me with wonder. It’s funny: Old people, among
whom I am about to number, have proverbially been
beyond wonder, such a romantic and old-fashioned
word. But I swear that I still feel it—and that you are
among the wonders of my world.
red combs poking
and pecking the gravel
and weeds—surprise me.
I flinch.
The car swerves.
I breathe.
They range unruffled.
37
work in progress
gabriel bergstrom
38
THE FIRE
Elisabeth Beam
I stood with my back to the crowd watching the
house go up in flames. It happened faster than I had
expected. It had taken less than a minute for the fire
to spread from the kitchen to the living room and
even less time for it to make its way upstairs and into
the bedrooms where Grandma and the twins had
been peacefully sleeping. Joel stood beside me; his
face was dark with ash, his mouth tilted upwards in
a sickeningly gleeful smile.
Momma had never liked Joel. She said he was a
troublemaker and I should do my best to stay away
from him. Joel hadn’t always been mean. When I
first met him he would bring me friends and make
me laugh. He gave me my grey tabby cat, Walter,
and my small white bunny, Snowy. We used to all
run around the garden and play and laugh. I didn’t
like it when Walter and Snowy played. Walter
always hurt Snowy. Joel loved it. Snowy’s pain filled
shrieks always brought a smile to his face.
Joel would play tricks on Momma. He’d move the
chair she was about to sit in and she’d tumble to the
floor with a crash and a scream. He would put dead
things in the twins’ crib for Momma to find. Once
he brought a live snake into the house and slipped
it into the shower when Momma was in it. She
screamed something awful and had locked me in
my room for a week. I always got blamed for Joel’s
wicked tricks.
Momma brought a lot of new friends to the house
after that. She brought in men wearing long white
coats who talked with me and asked questions about
Joel and Walter and Snowy. Joel would stand behind
them as they questioned me and make faces. I didn’t
understand why they didn’t just talk to Joel and grew
frustrated with their questions.
Once Momma brought home a man in a black suit.
He walked around the house mumbling in a strange
language, throwing water on the walls and waving
his cross around like a baton. I thought he was
crazy. I told Momma and she told me to hush and
sit down. The man stood in front of me yelling in his
strange way and holding his cross on my forehead.
It was cold and made me uncomfortable. Joel got
upset. He didn’t like the man and the way he was
39
shouting. The next thing I knew the man was on the
floor bleeding from a gash in his head and Joel was
laughing loudly in my ear. A bunch of police officers
showed up and Joel told me not to tell anyone what
he’d done. He said I should blame it on Momma
and she’d go away for a long time and stop bothering us. Momma shouted and cried and struggled as
the police dragged her away to the sound of Joel’s
gleeful laughter and the twins’ high pitched screams.
Grandma came after Momma. She was mean.
She locked me in my room and told me to stay
there until I learned my lesson. I watched him
stalk around the room at night mumbling darkly to
himself. Grandma made me to go church with her
every Sunday, she said I had to pray for my soul for
what I’d done to that man and to Momma. I didn’t
understand why everyone blamed me for Joel’s tricks
and was tired of being punished for all the naughty
things that he did.
One night at supper, Joel made scary faces at the
twins who started wailing. Grandma stood up and
yelled at me as she tried desperately to calm the
twins. She told me to go to my room. I said no. I
pointed at Joel and yelled at him with all my might.
This was all his fault. Grandma sent me to bed. Joel
told me they were going to send me away. They
would separate us and I would never be able to see
him again. I told him I was fine with that because he
was being horrible. That upset him. He got Walter and Snowy and made me watch as Walter ate
Snowy. I cried. He laughed.
Joel woke me up at midnight. He told me we could
stay together. Me, him, and Walter, but we had to do
40
something first. He smelt like gasoline. He led me to
the kitchen and pointed to the stove which was covered with a sticky, sweet smelling liquid. He told me
to open my hands. I did. He handed me a lighter.
I didn’t want to do it but Joel got angry when I tried
to say no. He yelled and told me to do it for all the
times Momma blamed me for something he did.
That if I did this everyone would finally realize it
was him doing all the bad things and not me. My
hands were shaking so bad it took me five tries to
get the lighter to ignite. When it did I froze and
stared at the small flame in my hands. It flickered
with every shuttering breath that came out of my
mouth. Joel grew impatient and slapped the lighter
out of my hand and onto the stove. There was a
large whooshing noise and a blast of orange light.
My arm hair stood on end and sweat trickled down
my face. I backed away. Joel stood in front of the
fire and laughed. He threw his arms out wide and
danced in tune with the flames. He was crazy but
his movements were so beautiful and fluid. It was
frightening. The fire advanced toward me. I didn’t
want to move. I wanted the fire to eat me like it was
going to eat Grandma and the twins. Joel grabbed
my hand and led me outside.
We stood to the side and watched as the fire slowly
ate up the house I had grown up in. The house that
the priest, the twins, and Grandma had all died in.
Sirens and smoke filled the night air. I looked to my
side for Joel, but he had disappeared.
DESERT DRUMS
Abigail Carpenter
When my London flatmate, Raoni, suggested
we travel to Northern Africa because he was missing
the heat of Brazil, we had no intention of visiting
the Sahara Desert and the Atlas Mountains. But we
quickly made friends with a generous and hospitable
Moroccan man, Raxido, who invited us to a local
drum circle at the edge of the Sahara Desert.
After traveling on camelback against an orange-rayed sunset, we found ourselves among the
sand dunes. We parked our camels single file near
our camp, and I realized a place that once only
existed in my dreams was now before me.
I had to close my eyes for a long while. I opened
them over and over again until I was sure of it. I
had to reach down and let the sand fall between my
fingers slowly. I had to breathe in the crisp, evening
air. And when I looked up, the stars speckled in the
sky like the summer freckles on my face, thousands
and thousands of them.
When the drum circle began, I let its music
fill me up. It started in my toes and moved higher,
tickled my fingers and sent goosebumps up my arms
and back. The drums vibrated within my chest and
when it reached my mouth, I screamed in laughter.
My laugh echoed farther and farther across the desert, not meeting any person or town or house until it
was miles and miles away.
I wrapped my blanket a little tighter and
watched my friends dance around the fire to the
beat of the drums. Their legs moved up and down
as their hands joined the ashes flying through the
night air.
For many hours, we sat around the fire, told
our stories and spoke aloud our dreams. We danced
and sang and took turns pounding the drums. We
slept under the stars among the silence of the desert
for only a few hours until the sun awoke us on the
horizon. And moving through the deep sand, the
sunrise at our backs, we rode our camels to the bus
to escape the desert heat before it swallowed us up
whole.
41
COLORS
Hannah Schmit
If I am a color call me red
The color of passion and love
Humanity worn on my sleeve
The color of my blood, beating heart.
Call me red.
If I am a season call me fall
With baited chilled breath I speak
My words on whirlwind breezes fall
An omen of changes to come
Call me fall.
If I am a sound call me silence.
The chaos and stillness of calm
My words lost yet encompassing
In anticipation of something
Call me silence
If I am a thought call me hope
The desire for something more
A yearning call deep within me
The need to breathe
Call me hope.
42
urban delight
jazmin crittenden
43
WHEN DAD WORE COLOGNE
A. Tetzlaff
“Did Grandpa Mike die?” My small voice
broke a quiet that Dad and I carry easily between
us. A radio frequency connecting our minds that
communicates silently, so we don’t have to. Even at
the age of three, I knew our sacred, noiseless space
well.
Dad took me to a park one day, nearby my
childhood home. We rarely visited this park unless
we intended to use its snowy slope for adrenaline
rushes in our bright plastic sleds in the winter time.
But it wasn’t wintertime now. My dad wore a blue
t-shirt he’d owned since high school. Summer or
spring, the season isn’t particularly distinct. The hills
rose nakedly as we quietly approached.
I’ve come back to the memory time and again;
the images are blurred, like a positive photograph
that didn’t come out of the darkroom correctly.
I can’t recall how my father responded to my
question, though I’m sure he patiently and painfully affirmed my query. In that moment I wasn’t
shocked. I wasn’t sad. Presently, I regret that I can’t
remember a man who loved me and was so dearly
loved by others. I don’t know how he looked aside
from the pictures I know. How he talked, laughed,
44
yelled, walked, I don’t recall. Did he wear cologne to
work like Dad?
When I was young, Dad wore cologne to work.
He woke up around five in the morning in order to
be at work five-thirty, and he still does, despite the
fact that no one expects him in the office till eight.
I’d hear his alarm from my bed and wait to smell
the mix of dewy summer grass and the spicy knives
of cologne in my nostrils. The smell lingered and
pulled me back to sleep as Dad left the house. On
the day at the park, Dad wasn’t wearing cologne.
Dad didn’t wear cologne that day because it was
either a weekend or he had the day off or had taken
time away to grieve.
I don’t remember the call to our corded
telephone late one night. It was the hospital telling
Mom and Dad that my grandfather died of a heart
attack while showering. I don’t know if he died
immediately or if the attack was slow, painful, cold,
and wet. I will never ask. The thought of breaking
the stitches grief so tenuously sewed incites trepidation. Was my young face one of his last images? I’m
vain enough to assume so––grandparents always
think of the grandbabies first. Was it a comfort? I
can only hope.
At my Grandfather’s funeral, I can’t remember
Mom’s grief. I can’t remember the funeral either.She
keeps the remnants of her love tended like a flower
garden and tells me of her father often. I have nothing but the cemented walkway leading to the park
that summer day deep in my mind.
Mom tells me that my grandfather lived as long
as he did because he was waiting for me. It was a
miracle I was even born, but that’s not my story to
tell. She calls me “the sparkle in his eye.”
Christopher, my younger and only brother,
inherited my grandfather’s bright, Anglo-blue irises.
He was born the year after my grandfather died.
Christopher joined the Army a few weeks ago; my
grandfather was a Marine in the 60s.
During his service in Asia, my grandfather collected each country’s currency. Grandma keeps the
collection in a red leather box in her bedroom closet.
I used to step onto a chair and carefully extract the
artifact from the top shelf and touch each coin and
each bill. Some of those tenders are much extinct
now.
The souvenirs of my grandfather’s life are far
less valuable to me than those of my travels––those,
at least, the mugs and the key chains, those have
memories attached of the real thing.
I’ve spent most of my life scouring photos and
objects, trying to resurrect an authentic memory
of my grandfather. Trying to find a sensation that
brings him back to me like the early morning scent
of Dad’s cologne because I only remember the
hills and my words and Dad. The solvents of time
washed away my grandfather.
45
SHITTY CHRISTMAS TREES AND SECONDHAND DOLLS
Elisabeth Beam
When I was a kid we didn’t have a lot of money.
But we managed to survive. Mom worked a lot at
the dingy looking Super 8 Motel just down the street
from the elementary school. You know, the kind
of motel that charges by the hour instead of night.
She hated it but it was close to school and paid just
enough. Around November she would start picking
up shifts at other hotels in town to save up more
money for Christmas. It was hard. The heat bill
always went up mid-October when the chill started
to set in and the snow began to fall. Presents were
always an issue. Getting stuff for just me and Sarah
was usually alright, but Mom came from a big family. Six brothers and sisters all of whom had kids. All
of whom would be needing presents. That’s a lot of
money. Money we just didn’t have.
One year there was a huge blizzard and they
canceled school for a week. Sarah was only six at
the time and she couldn’t be left alone to take care
of herself much less a five-year-old as well. So mom
had to stay home from work and look after us. She
tried to make it seem like she wasn’t stressed out
about the money, but I knew she was. She would
pace around the kitchen at night and mumble to
46
herself. She’d crouch over her checkbook and shake
her head. She tried to hide it from us, but I noticed.
I always noticed when she got like that. A week of
work missed meant we wouldn’t be able to afford the
gas to get to grandma’s house for Christmas. And a
week with everyone at home meant that the heat bill
was going to be rough. She was too proud to try and
get food stamps. So money that would normally go
towards presents went to buying our Christmas feast.
We didn’t go to my grandma’s house that
Christmas but it was probably the best Christmas of
my life. The day before school let out our landlord
took out all the carpet in the living room. He said it
was due to be replaced and that someone would be
over before the holiday to put down some new carpet. “Your feet will be so happy and thankful! That’s
the best Christmas present you could ask for!” he
had happily told us. No one came. The floor was
cold and there were nails and sharp staples sticking
up at weird angles. It hurt to step on them and small
red dots appeared throughout the house as we all
made the mistake of stepping in the living room
without socks.
Mom put down an old ratty green rug, one
that our cats liked to pee on. She bought a small
fake green tree from the thrift shop downtown. It
was the saddest looking tree. Most of the branches
were missing so it had random bald spots sporadically around its leaning trunk. A good number of
the ornaments that we put on it fell off because it
couldn’t support their weight. We made new ones
out of paper and glitter. Mom wrapped tinsel she’d
taken from work around it and Sarah and I sloppily
placed string lights. We put an old family picture at
the top of the tree because we were too scared that
our expensive Christmas angel would fall and break
if we tried to stick her up there.
Thinking back on it now it was a pretty shitty
looking tree, but back then I thought it was the best
thing I’d ever seen in my life. I remember sitting on
the floor amongst the nails and staples and looking
at it glittering and glistening and thinking that it was
a far better tree than anyone else could ever have. I
thought that even if we’d spend a million dollars on
a tree and all its dressings that it wouldn’t even be
able to come close to this masterpiece sitting before
me.
For Christmas Eve we blasted holiday music
and ran around the living room twirling and waving
our arms above our heads. Mom had somehow
found time to make new flannel pajamas for both
me and Sarah and we had immediately put them
on. She had also given us each a doll that she’d
found at a thrift store. They looked ratty and dirty
but I loved them both. Every bit of dust and matted
patch of hair was a story waiting to be told. The
dolls had character and I loved it.That shitty tree
and our thrift store dolls were great but they weren’t
what made that night so special. It was that we were
all together, making the most out of what we had
and not lamenting what we were missing. I think as
we grow up we lose the magic in secondhand dolls
and shitty Christmas trees.
47
summer nights
adam ruff
48
the people united
adam ruff
49
after the hike
adam ruff
50
CRUMBS
Malena Larsen
He’s looking for love
In the crevices of his couch
Like loose change.
I saw him lift up the cushions
And pull out crumbs
His mother’s earring
A quarter
The spoon he dropped last week
After eating ice cream out of the container.
It was chocolate cookie dough and he ate the whole thing.
I watched him put the quarter in his back pocket
and the spoon back in the cushions.
I told him I had been in love once
And he said
I like it when girls call me daddy.
I had a dream that night that he was dating somebody and my stomach hurt when I woke up.
I became a spoon in the couch cushion
Who said words like
Daddy
And
Fuck me
And
Hard.
At the end of every night I was put back with the
crumbs, and each day that he came to get me there
was more cat hair or lint stuck to me
I waited patiently
Dirty
For him to pick me up.
It was 77 degrees the late summer night he stopped
getting me from the cushions.
He told me that he found somebody to love and we
can’t be friends, because if I see you I’ll fuck you. I
asked him why he couldn’t control himself if he was
in love with somebody.
The inside of my ribcage
Was being scraped empty
51
Like the chocolate cookie dough ice cream container
And my stomach hurt
Like it did after the dream
Where he wasn’t mine
I can’t help it.
He told me.
I like it when girls call me daddy.
When we met he was wearing a suit and it looked
like he had spent a lot of time on his hair but I
didn’t think he was attractive until the weekend
when I was drunk.
Across the table
On the other side of red cups
And puddles of water
He stared at me
In a grey tank top.
His eyes
And arms
Were strong
52
And dark.
Making eye contact felt like sex
And he smelled like Fireball
And somebody I shouldn’t be alone with
And too much cologne.
We went swimming at 6 am at the neighbor’s lakefront when everyone else fell asleep.
He took off his shirt
I kept mine on.
The water fell off of him like it didn’t want to keep
his body covered for too long. He picked me up and
folded me over his right shoulder and threw me into
the 6 am summer sweet lake water.
He drove me home
At 7 am
Still drunk and
Smitten.
It was 88 degrees and my birthday the night I let
him kiss me in the back hallway of our friend’s frat.
I couldn’t wait anymore
He told me
In the house that smelled like
Liquor and dust
And damp wood.
The first time we
Fucked
Was in the front seat of his
White Pontiac Grand prix
At 11 pm on a Tuesday.
I saw him almost
As an animal.
His fists
Were clenched
And his eyebrows
Like shelves
Over his beetle eyes.
Do you like fucking daddy?
After that night I had to sneak him into my bedroom
because he couldn’t do all of the positions he wanted to in his car. He needed to prove to me that he
was the best fuck and that he could make me cum
and that I should call him
Daddy.
I had never called fucking, fucking before. Before I
was a dirty spoon it had only been called love.
His eyes started to remind me
Of Tiny
Round
Black beetles.
There’s nobody else anymore
We should just keep fucking.
And when we fucked
It was 66 degrees and almost fall when he came to
my house in his white Pontiac Grand Prix and told
me
I remembered then, the quarter he put in his pants
and how he used me to eat his ice cream and then
put me back with all the crumbs in the cushions of
53
his couch
Where he keeps looking for love
Like it’s the loose change
In his back pocket.
54
bloomed
audrey campbell
55
pruned
audrey campbell
56
HERMAN
Danny Polaschek
Grape juice dribbled down Herman’s chin and
landed in scattered droplets down the front of his
white T-shirt. He didn’t notice and, after setting
down his half-emptied glass, picked up his spoon
and started on his bowl of bran flakes. Sitting at the
kitchen table, there was nothing in front of Herman
—but a bare white wall. It seemed, however, that he
wasn’t looking at it, but rather through it like a child
looks through a window and, seeing nothing but
gray skies and rain, is overwhelmed by disappointment because they will not be outdoors playing that
day.
As Herman sat there facing the white wall and
chomping his cereal, his son entered the kitchen
and began his morning ritual. Herman heard the
coffee-maker start bubbling from somewhere behind
him in the kitchen along with the quick and efficient pitter-pattering of his son’s feet, who Herman
assumed had to be walking laps around the center
island as some sort of new, trendy morning workout.
Once the coffee maker’s burbling came to an end
the footsteps stopped as well.
Herman focused on the sound of the coffee being poured, the soft sound of liquid filling a ceramic
mug. The sound stopped as quickly as it had started
and Herman was further drawn from his relaxed,
monotonous state by the sound of his son’s voice.
“How are the flakes this morning, Dad?”
Herman didn’t turn around to face his son, but
continued with what he was doing, looking like a
cow chewing cud. “Five star quality,” he replied in
between spoonfuls. “Flaky as ever.”
Herman’s son chuckled a bit and looked up
from his fresh cup of coffee but the laugh died away
when he noticed that his father was still turned away
from him, eyes glued straight ahead. Taking another
sip, Herman’s son pondered whether he would keep
pursuing his father in conversation or not. He ultimately decided against it and left the kitchen, coffee
mug in hand.
A sigh escaped Herman’s throat as he set down
his spoon, finished with his mushed and soggy cereal. Ain’t this the life, he thought to himself sarcastically. Finally turning away from the wall, Herman
scooted himself back from the kitchen table and
slowly stood up. He gripped the side of the table for
balance and took a few deep breaths in an effort to
steady himself. Just a few weeks before, Herman had
57
missed a stair descending to the basement and found
himself tumbling clumsily down the rest of the way
until crashing to a stop on the last few steps.
Herman’s head still felt a bit shaky from time to
time, which caused a bit of a tremble in his legs. Instead of walking from place to place, he grew accustomed to maneuvering his way to each destination
by leaning on and grabbing anything he could for
support and then flinging himself to another sturdy
checkpoint, and so on and so forth until he reached
his goal. It was much like a monkey swinging from
vine to vine, but less precise and much less graceful.
With his feet finally under him, legs steady,
Herman pushed away from the kitchen table and
launched himself to the kitchen counter, which
caught him with cold indifference. Hunched over,
Herman caught his breath for a few seconds before
beginning to shuffle down the length of the marble
counter towards the coffeemaker at the other end.
“This better be a damn good cup of Joe,” he mumbled to himself, clearly exhausted.
Halfway down the counter, Herman stopped.
With a steady grip on the counter he reached up to
the cupboard above his head and swung it open. He
couldn’t see inside but he knew that what he was
looking for was in there: his old blue coffee mug—
one of the only things worth bringing with when he
moved into his son’s house the year before. Feeling
around the smooth, wooden interior, Herman
eventually got a hold of his mug which distinguished
itself by having only half of a handle still attached.
With the partial handle hooked onto his ring and
middle fingers, Herman pulled out his mug and
brought it shakily down over his head, setting it on
the counter with a soft “clink.”
Herman was beginning to feel dizzy at this
58
point, and wished for a moment that he had listened
to the doctor about getting a walker. “Mr. Huckley,”
the doctor said, “even if you don’t think you’ll use
it, take it anyways. Just in case.” Herman didn’t take
the walker, and wouldn’t even let anyone help to
walk him out of the hospital, not even his son. “I
don’t need your damn help,” he snorted each time
someone tried to take his arm to steady him. He was
always a stubborn man and old age wasn’t going to
change that.
Continuing down the counter, Herman felt this
same stubborn anger boiling in him. He was almost
seventy years old and yet he felt like a child who
was just learning to walk. He’d built his own home,
and a garage to go with it, and now he could hardly
make it to the opposite end of the room without
feeling fatigued.
Sweat was running hot from Herman’s forehead. He wiped it with a shaky hand and breathed
in deeply, closing his eyes as he did so. He only had
five or so more steps to go and he braced himself for
the final stretch, determined to get there even if it
killed him.
With a focused balance and patient, shuffling
steps Herman managed to get to the end of the
counter and the coffee pot. He exhaled in relief, and
a satisfied smile tugged the corners of his mouth up
ever so slightly. With his blue mug in one hand, Herman picked up the coffeepot in the other, intent on
pouring himself a well-deserved cup of coffee after
his tiresome journey. His satisfaction was immediately replaced with bitterness as he lifted the pot
and felt that it was nearly empty, only a few drops
remained rolling around in the bottom.
Herman’s minute smile had vanished and his
brow hardened, scrunching up his forehead in small,
tense knots. Setting the pot back on the counter,
Herman hissed repeatedly under his breath, cursing
his son for not leaving him any coffee. Herman’s
hands were visibly trembling and he was having
a difficult time keeping a grip on the edge of the
counter. He contemplated making more coffee but
dismissed the idea immediately, knowing that he
could not remain standing and moving around the
kitchen much longer.
Herman felt a hot flush come over his face and
could feel beads of sweat rolling down his temples
and his cheeks. In one swift motion he wound up
and threw his coffee mug across the room, where it
shattered against the windowless, white wall. Slivers
and shards of ceramic bounced all over the kitchen,
the blue pieces scattered like shattered glass.
Herman heard footsteps drumming down the
staircase before his son entered the room,stopping in
the doorway to avoid stepping on any of the pieces
of blue ceramic. “Dad!” he exclaimed, “What happened?
Herman was bent over, hunched with his hands
on his knees. He was struggling for breath now,
and sweat soaked through his shirt on his back. In
between wheezes, Herman said exasperated, “You
didn’t leave me any damn coffee, you son of a
bitch.”
His son stood there eyeing first his father and
then the indent in the wall where the mug had hit.
He shook his head in disbelief, which quickly turned
to anger. With a clenched jaw, he left the room and
returned a minute later with broom in hand. He
began quietly sweeping the blue bits of coffee mug
into a dustpan.
After Herman had caught his breath and recomposed himself, he pulled his body back
into a standing position, leaning against the counter. He glanced to his son, bent over and sweeping
under the kitchen table. “I heard you on the phone
last night,” he said.
Herman kept his eyes on his son as he stood
and turned to face him. His son raised an eyebrow
at him but gave no verbal reply. “I heard you,” Herman repeated.
His son bit his lip and continued sweeping, eyes
trained on the floor. “It’s just not working, dad.”
59
EL BARRIO SUYO
Chad Berryman
El viento le envolvió al hombre como una manta de hielo. Él andaba por el barrio suyo pero los
vecinos no lo saludaron. Caminaba delante de una
casa grande con flores y grandes ventanas, y por esas
ventanas podía oír una pelea entre dos padres y los
lamentos penosos de sus hijos.
Él seguía la acera que serpenteaba por un
parque lindo donde había un banco solitario. Él
Lo saludó con la cabeza. Recordaba unas noches
del verano cuando este banco no había ofrecido
insultos ni acusaciones, sino un lugar simpático para
descansar mientras él le regalaba un uso admirable.
Pero en el invierno el banco se congelaba como él, y
ambos eran incapaces de ayudarse el uno al otro.
Paseaba delante de una casa blanca de arquitectura maravillosa. Un coche altanero llegara
la entrada. Un padre sincero apareció mientras
acababa de contar los acontecimientos de su día. Su
hija miraba su celular, y el silencio suspiró por la expresión herida de la cara del padre. Ellos entraron a
la casa sin otra palabra.
El hombre nómada seguía caminando, y pronto
la nieve dentro de sus venas se derretía por una balada antigua que se tarareaba al ritmo de sus pasos.
60
No pido mucho, no vivo de prisa
canto los himnos con risa bendita
no tengo nada salvo alma amada
y sin despedida no hay la llegada
THEIR NEIGHBORHOOD
Chad Berryman
The frigid air wrapped around the man like a
blanket of ice. He was travelling through his own
neighborhood, but no neighbors acknowledged him.
As he walked in front of a large, picturesque house,
complete with flowers and giant windows, he could
make out the sound of two parents fighting accompanied by the upsetting cries of their children.
The sidewalk snaked its way through a park in
which there stood one solitary bench. With a nod
of his head, the man greeted it. Nights of summers
past filled his mind, nights in which the bench
had not offered insults or accusations but rather a
consoling place of rest while he presented it with the
gift of an honorable purpose. However, the bench
froze and shivered in the winter the same as he, and
neither could provide the other with any relief.
He passed by a white house of grand construction. There, a flashy car had just pulled into the
driveway. From it emerged an earnest father finishing the recounting of his day. His daughter, however, simply stared at her phone, and the wounded
expression on her father’s face betrayed an unsung
sigh. The two entered the house without another
word.
As the wandering man continued walking, the
snow in his veins began to melt due to an old tune
he commenced to hum in time with his steps.
I don’t ask for much, or live in a rush
in my blessed laughter the hymns come alive
there’s nothing I own save a soul that is loved
for without a farewell one could never arrive
61
ODYSSEY
Eve Taft
Thank you for the twisted pathways of your mind
Which led to the streets and alleyways of Dublin
James Joyce, do you understand that you opened floodgates?
Your avalanche of babbling sentences, sans punctuation
Buck Mulligan tossing form and style into the wind
Your catechism, you, Daedalus, gave us sacrament
Blood flow to wake up the numb limbs of literature
You spoke with your soul to our souls
Fearing not the noise in your skull but flinging it down in ink
I understand you, “life is many days”
I understand you, “god is a shout in the street”
I understand you, “I am another now and yet the same”
You understand me “everything speaks in its own way”
Soon I’ll visit your beloved homeland
Walking the streets of Dublin, writing and giving thanks to modernism
Now as free of rigid form
As Ireland of England
62
postcards from my bedroom
audrey campbell
63
postcards from my bedroom
audrey campbell
64
COUNTING SHEEP
Danny Polaschek
What can you do
when the world is asleep?
Go to sleep too?
I’ve counted all my sheep.
They jumped through the air
gliding for 5 or 6 feet
cleared the fence and then flew
with not even a bleat. I didn’t focus however
on these aerial sheep antics
because far away in the distance
was a sight oh so fantastic.
A blue house, with a single light on
in the window sat a girl
a beauty no pencil could ever have drawn.
I looked up at her
and she down at me
addicted to the eyesight
too distracted to count sheep.
65
3
sky nights
keeyonna fox
67
inner self
keeyonna fox
68
VICTORY OF THE PEOPLE
Petra S. Shaffer-Gottschalk
Your worship was my refuge, your clay heart my focal
point, your chelsea smile the apple of my eye. We were
sick. We poisoned ourselves with amphetamines and pills
until we didn’t recognize ourselves in the mirror. We
walked miles just to feel accomplished in our space, we
turned the cigarettes we shared into sentiments we thought
we shared. I must possess the wrong innocence.
Souls are fickle things that change when left to die in the
cold.
~
He was outrageously tall.
He towered over me like the Statue of Liberty and
he talked to me as though I was a boat in the harbor.
Standing five inches taller than six feet, he was an
image of Ukrainian beauty. He stood like someone
who knew things you didn’t know and this fascinated
me.
I was so naive, so optimistic. I saw the lust and want
in his eyes and I mistook it for passion.The curve of
his jaw and his long eyelashes crept into the screens
behind my eyelids and ignited a fire in me that I
didn’t know how to put out. I was the new girl in
town struggling to keep my loneliness at bay. He
was a gleaming light in that summer of darkness.
I had just moved to Minnesota months before. After
discovering drugs and promiscuous sex I became
nothing short of a hurricane. Amphetamines kept
me awake, cigarettes kept me skinny, and weed kept
me sane. My GPA reflected exactly what they don’t
tell you about functional depression: you can feel
like a blank page, but as long as you fill it with words
people will stop asking questions.
He was selling me drugs. He offered me a good
price. I had never met him but I figured what the
hell, I could stand to meet new people. It was dark,
long past sundown. We were meeting in a parking
lot by a lake a few blocks away from my house. I
was in my mom’s car. I waited and listened to Amy
Winehouse until I saw an orange car pull into a
parking spot a few yards away from me. The man
driving fit the picture I had seen of him before. We
69
made eye contact and he ushered me over to his car.
I took a deep breath, grabbed my sweater, and got
my money ready. He rolled down the passenger side
window.
“You Nikita?” I said.
He smiled at me. A smile that I would come to
know.
“You can call me Kita.”
~
He had really good drugs. I’m not sure that they
were pure, but at the time I didn’t care. Neither did
he. We just wanted to get high. We did his drugs
together, sitting in a playground by the lake, talking
about life and what we crave. He told me that he
was applying to a college in London. I didn’t think
anything of it.
Before long we saw each other every day. He was
a lifeguard who had to be on duty early in the
morning, so he would take me out for coffee at eight
in the morning. No makeup, sweatpants, my hair in
a messy bun. He didn’t care. We would talk about
things that we hadn’t shared with anyone else. He
told me he struggled with his relationship with his
father in Ukraine. I told him that I had struggled
with eating disorders since I was thirteen.
We would sneak out onto his back porch to smoke
cigarettes late at night. His mother hated that we
smoked.
70
“You need to quit smoking, love,” she’d tell me. “I
smoked for twenty-five years and it took two pregnancies to get me to stop.”
His mother loved me. She thought that I was
spunky, independent, had a mind of my own. She
did not like his last girlfriend. She made that very
clear. She, like Nikita, was very tall. She had long
curly black hair and eyes so intense that you would
lose your appetite. Her Russian accent was thick
and powerful. She had run away to the United
States when she was twenty-one and seven months
pregnant with her first son. Nikita.
“Does it mean anything?” I asked him. “Your
name.”
He smiled when he answered.
“My mom told me it means ‘victory of the people,’”
he said.
Oh Kita,
you have no victory.
You are the secret I keep from my mother
the hidden disease that projectile vomits
and digs with fingernails sharpened by teeth.
Your fields of sunflowers told me a secret,
your secrets so dark and beautiful
and I killed myself with your gargantuan sunflowers.
His mother was beautiful. She had been a professional figure skater that traveled the world, meeting
people as she went. She met Kita’s father in her
home country of Ukraine and according to the
story, he was immediately drawn to her exuberant
personality and her long legs. At twenty-one she
was well on her way to continue pursuing a successful skating career until she got pregnant. According
to Kita his father did not accompany her to her appointments.He did not send her flowers. He did not
ask if she was okay. Instead Kita’s mother made her
way to America to create a life of victory and hope.
He took me to meet his grandmother. She said hello
and came in and that was the last that I understood.
The entire time I was there she would ask me questions in Russian and Kita would translate for me.
He taught me how to say
Hello
(Privet)
Yes
(da)
No
(net)
And thank you, which I don’t remember. We spent
almost the entire time we were there trying to help
his grandmother set up a new movie streaming
program on her computer. I know nothing about
computers in English, let alone in Russian. I was
overwhelmed. The leather furniture just made my
nervous sweat more noticeable.
She told me about Ukraine a little bit. She said it
was beautiful but troubled. She offered me chocolate and cookies. I sat, sweating, trying my hardest
to pay attention. When I said anything to her, Kita
would translate for me. I wanted to leave.
After we left his grandmother’s house he told me
to wait in his car while he talked privately with his
grandmother. I thought it was strange but didn’t
question it. I played mindless games on my phone
while I waited for him. Some part of me knew that
they were talking about me, but I continued to deny
it. I was hungry, but I wasn’t planning on doing
anything about it too soon. I was hungry often then.
When he returned to the car I asked what they had
talked about and with no hesitation he said, “You.”
I paused, then asked him to elaborate.
“She likes you,” he said. And that was that.
How strange, I thought, to be liked by someone who
never explicitly spoke a word to me.
~
Andrevich was Kita’s middle name. Named after
his father.
Kita’s father was very handsome. In his forties with
tan skin and thick hair, he was a heartthrob that
would make you look twice. He lived in a nice,
expensive apartment in Kiev with his girlfriend who
was twenty years younger than him. Apparently
that was a theme.
Kita had only seen his father a handful of times
in his life. He had gone back to Ukraine to spend
some time with him as a young boy, but didn’t have
too much recollection of it. When he was sixteen he
went back to live with his father and his twenty-yearold girlfriend for a while. Kita has always been tall,
thin, and handsome. His father noticed this.
“So what happened?” I asked him one day.
71
Kita shrugged.
“He kicked me out and I came back to the states,”
he said without a flinch.
He said this as though it was a commonality.
“He thought that I fucked his girlfriend,” he said as
he lit a cigarette.
There was a very long, uncomfortable silence.
“Did you?” I asked.
He laughed out loud and a cloud of smoke poured
out of his mouth.
“No, of course not,” he said. “My dad isn’t one to
listen to a sixteen year old.”
~
“I’ll take you to Ukraine someday.”
“Sunflowers. There are parts of Ukraine where
there are endless fields of sunflowers wherever you
look. They’re as tall as me and the flowers are bigger than my face.”
He pulled me closer as he talked about Ukraine.
He insisted that I learn all that I could about the
Russia-Ukraine conflict, sending me innumerable
articles daily. Through him I learned about the
importance of the Ukrainian revolution and fights
that had been fought, some as recent as 2011 and
2012. He told me that he wanted to fight for his
people if he had to. When my eyes were flushed
with concern, he pulled me in close and whispered
in my ear, “I’ll survive for you.”
His eyes lit up every time he talked about the fields
of sunflowers in Ukraine. In the same way, his eyes
lit up every time he got angry.
Your golden eyes drew miners to starve and fight to abandon their homes.
We were in his bed, naked, wrapped up in blankets
and speckled by the corner light in his room. It was
late, the kind of late that feels early. The air conditioner hummed in the place of our phones which
were both off and hidden somewhere in the room.
He did no wrong. He could not do any wrong. His
eyes were blank but telling like a wall in a foreclosed
home. All of his intentions were good. Yes. Good.
“Where in Ukraine?” I asked.
“Have you been eating?” he asks as he lifts up my
shirt.
“Kiev, the city squares. And to the huge fields of
flowers.”
“What kind of flowers?”
72
~
I squirm away and pull my shirt down.
“Yes, I ate just before I came here,” I say. I can still
taste the salt in my mouth.
“You look skinny,” he tells me with a hint of disdain
in his voice.
My heart soars. I look skinny. But he’s reaching for
my stomach again and once again I’m backing away.
We get into the car and drive to the gas station.
I say that I need to go use the restroom. While
Kita pumps the gas, I make my way into the small
Holiday bathroom. I put my sweater on the ground
and rest my knees on it, my usual routine. I stick my
finger down my throat and vomit into the toilet.
As I walk back outside, Kita is getting back into his
car. I get in the front seat and sniffle slightly.Kita
looks at me quizzically.
“You okay?” he asks me.
My eyes are watery, my nose is burning, and my
breath is putrid.
“I’m fine,” I say with a smile.
~
The elevator door was so cold against my cheek.
I watched the red numbers blink as they rose.
8...9...10...11. My vision was going fuzzy and grey,
my ears started ringing and throbbing.
11...12...13. Ding. The doors opened and my
wobbly legs carried me down the seemingly endless hallway. My hands were barely working; as I
watched them push my key into my apartment door
I could not feel it. The door opened, I could see my
living room window. I closed the door behind me
and collapsed on the ground.
“Why did you faint?” His words echoed behind the
screen of my phone.
“I just haven’t eaten a lot today.”
There was a silence so deafening that it struck fear
in my heart. Fear I had not known.
“When did you eat last?” He had anger in his voice.
I paused. He would know if I lied but he would hate
the truth.
“I had a little dinner last night,” I said quietly.
“What did you eat?” His reply was sharp.
I was shaking.
“I had a little bit of salad I think,” I said with a
quivering voice.
I could hear his sigh. I can still hear his sigh.
“How many times have we talked about this?” He
exclaimed.
“I know, I know, I’m sorry…”
It didn’t matter. He didn’t listen. I had failed him
again.
“Do you know what it’s like to have a girlfriend that
can’t even take care of herself ?”
“What am I going to tell my friends?”
“You’re not even trying.”
I was sobbing, I was convulsing, I was sweating, all
from my bed from which I could not move.
My phone was glued to my ear and I had no energy
to remove it.
“So what are you going to do about this?” There
was intense spite in his words.
With a shaky voice I said, “I could send you a picture of everything I eat?”
He laughed. With his full, angry throat he laughed
73
at my pain.
“And do what? Post it on Facebook? Show all my
friends that my girlfriend is an anorexic who
can’t even feed herself ? You know what, go ahead.
Maybe that’ll help you change.”
I couldn’t breathe. I wanted to die. My stomach
kept whispering “never again, never again,
never again.” Opening my mouth made me panic
because it reminded me of eating.
I hung up my phone and with wobbly legs I walked
outside in the snow and smoked an entire pack of
cigarettes.
~
Months go by. Months.
I watched him pack his bag with clothes that I had
never seen him wear. He packed light, only a few
shirts and two pairs of pants.
“My dad will buy me more when I get to Ukraine,”
he said.
I sat on the edge of his bed and watched him focus
on folding his clothes. His visa sat in the center of
the bed, staring at me. I started to cry.
“Babe, it’s going to be fine,” Kita said without
breaking focus.
I watched him form a pile of the shirts that I had
grown used to him wearing. They looked like wilted
flower petals.
74
“Why aren’t you taking those?” I asked, pointing to
the wilted pile.
“My father won’t like them,” he said.
Later that night, we were drinking red wine in his
bed. His room was bare and cold. I was curled
against his side, my head on his chest. He stroked
my bare back and played with my hair. I sighed, but
not the kind of sigh that’s followed with kisses. Kita
sighed too.
“Petra,” he said, a tone of exasperation in his voice.
“If I ever treat you like my father treats women,
please leave me.”
~
I still remember how to say “I love you” in Russian.
“я люблю тебя.”
Ya lyublyu tebya.
~
My fingers were bones.
Anything beyond mascara was too much, especially lipstick. He hated lipstick. He thought that it
brought too much attention to my mouth. He didn’t
like when other people noticed me.
He stopped smoking cigarettes and instructed me to
do so too. “They’ll make you age faster,”he would
say. If I had a bad day and smoked a cigarette, he
would tell me he was disappointed.
I lived with three men at the time, something that
Kita would never let me forget. He asked every few
days to be sure I wasn’t sleeping with any of my
roommates. If I was spending too much time with a
friend, he would tell me that I was neglecting him.
He sent me articles outlining how to be a better
partner. He reminded me that he just wanted me
to be the best that I could be. The screaming and
hour-long phone calls were footnotes.
You stripped me of my dignity and told me,
“This is what you have.”
Your monstrous arms crawl into my nightmares
Your titanic stature collided with my glacier
and though you claim I sank you
You were a behemoth and I was a stone.
At the end, I fell into the ground. His screams surrounded me in my echo chamber and suffocated me.
My knees were bruised from kneeling in front of
the toilet all night. How apt for the one accused of
dropping to her knees for all men. I was free but I
did not know it yet. All I knew was the cold floor of
my bathroom and the tales of beautiful but troubled
Ukraine.
My goodbyes have been said,
These addictions fed.
It’s the cost that comes with the sickness.
And your screams won’t be heeded anymore.
75
AN OPEN LETTER TO THE UN-SPECIALS
Halle Chambers
When we are little, even before we can speak
We are told that we’re special and that we’re
unique.
That we all are made different and that none are
the same
Which fits quite nicely in a toddler’s mind frame.
And we are told we should treasure what’s different inside,
That what makes us different is not something to
hide.
But then quite soon after, things start to change;
The word “different” stops meaning “special” and
starts meaning “strange.”
We’re sectioned off from our average peers
In our own little category and told,
“you belong here,”
And then different is bad and normal is good,
And for the different ones, nothing is working the
way that it should
The way we’ve been taught or the way we’ve been
shown
All we know is that we do not like being lost on
our own.
76
So once again we are taken away
To a place where things makes sense again and
we’re ok:
Where no one hurts us,
Where no one can see,
Where no one deserts us,
Where we can be free.
But because the un-specials can’t see what goes
on,
They decide to make things up and get so much
wrong.
And it’s happened for years because they can’t see
through that door.
So long they don’t even know that it’s wrong
anymore.
It’s so fixed in their heads that these lies are right;
They judge each special kid by their stereotype.
But today that will end.
So you sit there and you wait,
cause it’s about time someone set the dang record
straight.
You probably think that this poem won’t cut it,
But today I’m gonna open the door and don’t you
dare shut it!
To start, let’s be clear:
I am...I was in Special Ed.
But just because I was in that room doesn’t mean
I’m brain dead!
So for Pete’s sake, don’t puppy dog guard me!
Just give me a break, it isn’t that hard see:
If I need your help, I will tell you I do.
Just please,
Please don’t mock me.
In my place, would you want me to mock you?
“Oh come on! Let her get it! Go easy on
her!”
Help, where not needed, is almost as bad as a slur.
I’m not invalid
So don’t play that card.
Yeah, I’m a little quirky and oversensitive,
But I’m not, and I quote,
“A little retard.”
Yeah, I’ve been called names.
And those words?
They hurt.
They catch in the center,
In your pit of self worth.
And they tear and they rip,
And those words are collective.
Soon you start to believe that you are defective.
I’ve dealt with them all, and surprisingly,
I actually prefer the straight up bullies
To those who pretend to like me.
Fake friends and two-faces
Of all genders and races.
They’re only my friends so they don’t have to see
me cry.
Or they use me,
abuse me,
Oh, how they confuse me!
Cause I can’t tell what’s truth and what’s lie.
“Hey! He likes you. Go give him a kiss!”
And because I don’t know better, I believe this.
But soon I find they’re not playing Cupid,
They just wanna make me look stupid.
For their entertainment, they make me play the
77
fool;
They pretend that they care for me
When they’re really just cruel.
It takes time and takes work to make you forget;
Even now, I’m not quite there yet.
I mean, here I am, in what’s supposed to be
home,
And yet here I am, still feeling alone.
I’m still paranoid, it doesn’t just end;
I still have to ask if someone’s my friend.
I say one thing and mean another;
I make a mistake,
But you take it verbatim.
Can’t you cut me a break?
If we’re talking and I look like I’m lost,
Don’t blow it off like it’s not worth the cost.
Sarcasm and subtlety muddle in my brain,
So please just take a minute to explain.
Do these quirks make me broken?
Is there something wrong with me?
The way society has spoken,
There would seem to be.
78
Stop poisoning the minds of “different” young
women and men.
I don’t like being defective....
Can I be special again?
SOREX PALUSTRIS
Emilie Tomas
Did they name you for
Your wit, pointed
Nose of pointed judgement
Who brought us fire;
five to seven inches of shrewd truth?
Or was it your mischief
That Inspired them? Your
Presence followed by screams
And a three inch tail.
I saw your likeness on a stage,
Dirt in place of your midnight coat
Though she is reformed now.
Perhaps it was the gleam in your
Eyes; whispered fortunes and
A summer of silver birth.
Maybe you are a messenger
Of God, somehow in your Eighteen
months you learned to walk
On water, the second coming
Of Christ.
79
woodsy adam ruff
gabriel bergstrom
80
WORDS
Malena Larsen
The bathroom wall was covered in words.
Words like fuck and love and song lyrics and
names with hearts around them. His body
looked peaceful, somehow, as he sat propped and
slumped against the door. His head hung to his
right shoulder and his mouth was open like he
was about to say something but was interrupted.
There was blood running down his left arm like
a river and a needle hung loosely out of his skin.
The words that he had heard her say several
hours earlier were getting quieter and quieter.
“It’s not working,” she had told him. “I’m
sorry.” They were smoking cigarettes outside her
apartment when she said it. She knew he had
been trying to fix himself. After twenty-eight days
of treatment and one week in a sober house on
Lake and Fifth she barely recognized him. He was
twenty-five pounds heavier and his skin looked
clean and strong; there was no more grey in his
cheeks. It wasn’t just his change in appearance
that scared her. Lately, he had been telling her
the difference between wrong and right and that
she should stay in on the weekends. His family
couldn’t stop talking about how proud they were
of him and they would ask her, “Doesn’t he just
seem so much better?” She would answer with yes
but feel guilty because she wished he still liked to
make mistakes. His family had a party after he got
out of treatment and his grandfather kept saying
things like, “Men in this family have always been
strong!” and, “Now he can take care of you.” His
grandfather didn’t care for her much but he felt
that she was the least of the boy’s problems. He
didn’t like the way she hung on him like a scarf
or the way she agreed with everything he said
without a second thought.
As he sat on the bathroom floor the words
she had said were getting quieter and quieter.
They were almost gone. He had been sober for
thirty-five days and he didn’t know why. He didn’t
feel better or stronger or more loved. His hand lay
loosely on the floor, palm up and open like he was
waiting for somebody to hold it. Everyone was so
proud of him but he couldn’t imagine living his
life without her.
Long after her words had faded completely,
the bathroom door opened. He fell back onto the
floor. His head hitting hard against the tile.
81
“Oh my gosh!” The man who opened the door
yelled. “Can someone help?” He took out his
phone to call 911. A crowd of people rushed
over to where the man was dialing. A young man
pushed past the group of people.
“Move!” The boy got on his knees by the body on
the floor. He reached into his pocket and took out
something that looked like a pen. He stuck it into
the arm of the body that was needle free. People
gasped and murmured and watched. Sirens rang
in the distance. The boy holding the pen looked
up at the bathroom wall that had words like fuck
and love and song lyrics and names with hearts
around them. He looked up at the group of people.
“It’s not working,” he said.
82
MALCOLM AND THE BLUE SIDE
Danny Polaschek
Brown leaves dragged past Malcolm’s feet
in the wind. The bench underneath him felt like
a rock and he had to clench his jaw to keep his
teeth from chattering. He stared at the empty
playground—the tire swing, the slide, the bridge
and the fireman’s pole. Nikki rested her head on
his shoulder. Each time a breeze swept through,
Malcolm could feel her nuzzle slightly closer, her
hair scratching and tickling his neck.
When he was a kid, Malcolm had sat on this
exact same bench many times with his mother.
They lived in a little blue house just a few blocks
away— “just a hop and a skip,” his mother would
say and Malcolm would make it his mission to
jump and bunny-hop the whole way there.
When they arrived, they’d eat lunch, sitting
together on the narrow, wooden bench. After
each bite of his sandwich, Malcolm would beg his
mother to let him go play, to which she would give
in once she herself had finished eating.
He always went straight for the slide. Once
at the top, he’d yell, “I’m going under!” and
swing himself down into the blue plastic tube. He
imagined he was a deep-sea diver plunging into
an underwater world of sunken pirate ships and
forgotten chests of gold. On particularly sunny
afternoons, he’d stop halfway down the slide and
admire the shadows that moved about on the
illuminated, blue plastic. He’d make believe that
fish swam all around him as little blotchy shadows
hovered whimsically over his head.
He eventually got the idea to bring his crayons to the park with him. He’d sit lodged in the
blue slide for most of the day, drawing exotic fish
with bright oranges, yellows and reds. He knew
fish didn’t smile but nevertheless gave them all
wide grins and big eyes to match. When it was
time to go home, his mother would knock from
the bottom of the slide. “Time to come back to
shore!” she’d announce. Malcolm would hide his
crayons in his back pocket and slide down to his
mother who would wait there with open arms
grinning at him.
The park seemed smaller now. Malcolm
was just as tall as the fireman’s pole and half as
long as the slide. He wondered if his fabricated
underwater universe still existed. Probably not,
he guessed. Although it was getting dark, Mal83
colm could see thick graffiti creeping out from the
shadows inside the blue slide. Malcolm pulled his
sweatshirt tighter around his neck, brushing Nikki
away in the process.
He felt her eyes on his face but refused to
acknowledge her. Inside the slide, he could still
make out the words “Bitch Ass” in thick spray
paint. His crayon drawings would certainly be
gone, he was sure of it now. Nikki picked up Malcolm’s hand and caressed it, her cold skin feeling
leathery and smooth.
“Malcolm,” she said.
Malcolm turned and mustered a smile, taking
Nikki’s hands to his face and kissing them awkwardly.
“Malcolm, let’s go home.”
The streetlights had not yet turned on for
the evening. Malcolm noticed the shadows on
the sides of the road stretching out and growing
bigger as they walked quietly past. He missed the
warm sunshine of summer and the hot nights
spent lounging in the front yard listening to his
mother’s radio; he missed the walks to the park,
his mother laughing at him as he crouched and
hopped along beside her. He remembered the
secret thrill of the crayon box in his back pocket,
then realized he’d forgotten his cigarettes on the
bench at the park. He was too cold to turn back.
He reached out silently for Nikki’s hand and, finding it much warmer than his own, held it stiffly
the rest of the walk home.
84
driving at zero one
john herbert
85
driving at zero two
john herbert
86
PLACEMAKERS
Diamonique Walker
Near my home,
Balloons dance in the wind.
I have reconditioned myself — These are not balloons
from a party, But they still celebrate a life.
I drive by, sometimes I walk.
And see a balloon or several
With their heads bobbing away
Positioned obscurely on the sidewalk.
Or on the island in the middle of the highway. Sometimes on no one in particular’s grass.
I don’t look for party decorations. At the feet of the
balloon’s ribbons, candles, cards and little trinkets sit.
Some kind of offering.
Looking weathered and dull.
His body bled some place close by. Probably killed
within ten feet.
A dancing, mocking balloon
Somehow now gets to sway in his place.
87
NECESSARILY AN EVIL THING CONSIDERED IN ANY LIGHT
Jacob J. Miller
“You know what I hate about this most of
all?” asked the first man. “Nobody’s going to be
around to take responsibility. Nobody is going to
have to answer for their crime.”
“What crime is that?” the other man asked,
sitting next to him in the middle of the cul-de-sac,
both of them at perfect leisure in lawn chairs as if
waiting for a parade to pass by.
“Mass-murder, I suppose. Call it, oh, I don’t
know. Call it, um, inciting the apocalypse.”
“Ha.”
“They deserve to be the ones left behind
after they obliterate everyone else. They should
be the ones who have to reap the aftermath, puke
out their guts and feel their bile boil inside their
stomachs, fend off marauding cannibals and giant
insects. And they should have to live with the new
world they created, or destroyed, rather.”
Just then, the other man looked down and
saw a lonely ant crawling up his pant leg. “Yeah,
but I don’t think that giant bug stuff is true. That
wouldn’t happen. The bugs’ll die like everything
else.”
“I mean, what do you think it’ll be like? I
88
know it’ll happen instantaneously, but they say the
cerebral cortex functions after everything else has
shut down and we linger in a sort of dream-state,
which could last for, well, for who knows how
long?”
“Well, that’s if you’re in a hospital bed, or
you have a heart attack or something, when you
have time to die with a little bit of peace. Our
brains are going to incinerate along with the rest
of us. There won’t even be any stuff of thought
anymore. I don’t think we have to worry about
something like that.”
“But what if that moment of pain before we
go lasts longer, you know? What if time stands
still? Nothing makes sense in a moment of such
lunacy. Such catastrophe. What if we feel our
tongues liquefying and spilling down our throats
and scalding our internal organs? What if, all in
that moment, we look down, and before our eyes
boil and burst from the heat we see our bones
glowing purple through our flesh as it begins dripping off like wax? What if you turn and look at
me and the last image you see is my face melting
off like those Nazis in Raiders of the Lost Ark?”
“I’m not sure it’s the best time to be thinking
like that,” his friend said, as the sirens began to
wail their sorrowful last.
“Why even bother with that fucking thing?”
the man steamed. “It’s inconsiderate, a futile
exhortation. We know what’s coming. We’re not
going to hide in our basements from it like it’s a
fucking tornado.”
“Tornadoes aren’t so easy to hide from either.”
The first man scanned the horizon for what
he knew would be the last time. He took in the
sight of the skyline he saw from his window every
day and, with lamenting eyes, imaginatively
anticipated its supplanting by a fiery mushroom
climbing the sky. He closed his eyes and winced,
unable to cope with the unthinkable thought, the
impossible inevitability. Turning his head toward
a neighbor’s yard whose household ran a daycare,
he opened his eyes to a post-apocalyptic tableau
of children’s toys scattered about the lawn. Nothing needed yet be aflame for the man to resent the
picturesque cliché of innocence lost on display
before him. “Remember when they used to tell
kids to hide under their desks?” he inquired. “All
that siren is doing is making sure that we spend
our last moments in a panic, instead of dying
gracefully, accepting that we’re all in the same
sinking ship, in the middle of the ocean, if the
ocean were the entire planet, and filled with lava
instead of water. We should be spending our time
reminiscing, because that’s all we have now.”
“Well, we can’t talk about our plans for the
future.”
“We can’t discuss potential medical advancements.”
“The coming cure for cancer.”
“And cloning organs. Scholarships our
children just received, the singularity and will
the Matrix ever become a reality; would we ever
make contact with life elsewhere in the universe,
intercept an asteroid, mine them for resources?
It’s all useless, man, meaningless. Every human
achievement since the first spark made from one
rock dragging against another, gone within the
next hour,” he sighed heavily, draping a ribbon
of helplessness over his words of outrage. “Why
don’t you open that up?” He suggested, pointing at the bottle of scotch sitting at the leg of
his friend’s chair. His friend took a swig before
passing it over with a satisfied groan. “Here’s to
everything we do being the last time it will ever be
done,” the first man began. “That’s the best I can
do.”
“Yeah,” the other man raised an empty hand,
toasting to the end and everything that came
before it. “I suppose there’s something beautiful about the entire world—or nearly the entire
world—going out the same way. There’s a kind
of universal solidarity occurring right now, don’t
you think? Some are praying, no doubt, some are
exalting their various saviors, certain they will be
raptured up any minute, but we’re all still going
to be experiencing the same thing, at almost the
exact same time; the same heat, the same instantaneous moment of searing pain before any trace
of our molecules are imprinted as a shadow on
the asphalt beneath us.”
He had a complex contraption of a chair, one
of the men—it doesn’t really matter which one
now that the end was there; the kind of chair that
folds upward from all four corners and was nearly
89
impossible to fit back into its cylindrical carrying
sack—not that that mattered anymore either—
complete with cup holders and a detachable headrest, which he was putting to use as he spoke. His
friend’s chair was more old-fashioned, a conventional folding lawn chair with a checkered pattern
of flimsy plastic wrapped taut around aluminum
pipes, wobbly hard plastic armrests drilled in and
not quite parallel to each other.
Their chair legs began melting into the tar
beneath them. One of the men hummed softly;
a beautiful soundtrack to accompany him in the
cut to black. The other man closed his eyes and,
focusing on the sounds of the encroaching death
rattle, heard them as the grunts and whinnies of
the four horsemen’s horses as they galloped atop
the planet’s rapidly spreading dust.
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Show less
MURPHY SQUARE VISUAL ART
& LITERARY MAGAZINE
ISSUE 42, 2017
EDITORIAL BOARD
Malena Larsen, Editor In Chief
Abigail Tetzlaff, Associate Editor
Audrey Campbell, Art & Layout Editor
Cassie Dong, Art Editor
Jazmin Crittenden, Art Editor
Elisabeth Beam, Prose Editor
Abigail Carpenter, Prose Ed... Show more
MURPHY SQUARE VISUAL ART
& LITERARY MAGAZINE
ISSUE 42, 2017
EDITORIAL BOARD
Malena Larsen, Editor In Chief
Abigail Tetzlaff, Associate Editor
Audrey Campbell, Art & Layout Editor
Cassie Dong, Art Editor
Jazmin Crittenden, Art Editor
Elisabeth Beam, Prose Editor
Abigail Carpenter, Prose Editor
Ryan Moore, Prose Editor
Gabriel Benson, Poetry Editor
Danny Polaschek, Poetry Editor
Cary Waterman, Advisor
2
WITH THANKS TO
Ivy Arts Copy and Print
Augsburg College Student Government
Augsburg College English Department
Augsburg College Art Department
The Echo
Augsburg Honors Program
QPA
3
TABLE OF CONTENTS
1
What Type of Black Girl Are You? Nikkyra Whittaker ........................................................................... 8
Simul Justus et Peccator, Andy Anderson .......................................................................................... 11
Queer, Eve Taft ....................................................................................................................................... 12
Jesus in a Cracker, A.Tetzlaff ................................................................................................................ 14
Grey Cloud Island, David Baboila ......................................................................................................... 17
Saint Paul Airport, David Baboila .......................................................................................................... 18
White Bear Lake, David Baboila ............................................................................................................ 19
Zips Coliseum, David Baboila ............................................................................................................... 20
Bridge, Jacob J. Miller ............................................................................................................................ 21
50 Feet Tall, Emilie Tomas ...................................................................................................................... 25
Meow, Ashley Waalen ............................................................................................................................ 26
Mousetrap, Halle Chambers .................................................................................................................. 27
Faces, Constance Klippen ..................................................................................................................... 29
I Don’t Always Feel Colored, Diamonique Walker ............................................................................... 30
Where I am From, Hannah Schmit ......................................................................................................... 32
Who Am I?, Ashley Waalen .................................................................................................................... 34
2
Gratitude, D.E Green ..............................................................................................................................
CSBR, Gabriel Bergstrom ......................................................................................................................
The Fire, Elisabeth Beam ........................................................................................................................
Desert Drums, Abigail Carpenter ..........................................................................................................
Colors, Hannah Schmit ...........................................................................................................................
Urban Delight, Jazmin Crittenden .........................................................................................................
When Dad Wore Cologne, A. Tetzlaff ....................................................................................................
Shitty Christmas Trees, Elisabeth Beam ...............................................................................................
Summer Nights, Adam Ruff ...................................................................................................................
36
38
39
41
42
43
44
46
48
The People United, Adam Ruff .............................................................................................................. 49
After the Hike, Adam Ruff ..................................................................................................................... 50
Crumbs, Malena Larsen ......................................................................................................................... 51
Bloomed, Audrey Campbell ................................................................................................................... 55
Pruned, Audrey Campbell ...................................................................................................................... 56
Herman, Danny Polaschek ................................................................................................................... 57
El Barrio Suyo, Chad Berryman ............................................................................................................. 60
The Neighborhood, Chad Berryman ..................................................................................................... 61
Odyssey, Eve Taft .................................................................................................................................... 62
Postcards From My Bedroom, Audrey Campbell ................................................................................. 63
Postcards From My Bedroom, Audrey Campbell ................................................................................. 64
Counting Sheep, Danny Polaschek ...................................................................................................... 65
3
Sky Nights, Keeyonna Fox ...................................................................................................................... 67
Inner Self, Keeyonna Fox ....................................................................................................................... 68
Victory of the People, Petra S. Shaffer-Gottschalk ............................................................................. 69
An Open Letter to the Un-specials, Halle Chambers ...........................................................................76
Sorex Palustris, Emilie Tomas ................................................................................................................. 79
Woodsy Adam Ruff, Gabriel Bergstrom .................................................................................................. 80
Words, Malena Larsen ................................................................................................................................. 81
Malcom, Danny Polaschek ....................................................................................................................... 83
DRIVING AT ZERO ONE, John Herbert ................................................................................................... 85
DRIVING AT ZERO TWO, John Herbert ................................................................................................... 86
Placemakers, Diamonique Walker ........................................................................................................ 87
A Necessary Evil Thing Considered in any Light, Jacob J. Miller ....................................................... 88
1
WHAT TYPE OF BLACK GIRL ARE YOU?
Nikkyra Whittaker
On the spectrum of being black and female, we can
only be what we appear to be. Take this quiz to find
out what kind of black girl you really are!
1. You’re listening to the radio on the way to Target.
You’re playing…
a. Beyonce’s “****Flawless”
b. Taylor Swift’s “Fifteen” or “You Belong With
Me” or “Wildest Dreams”
c. Chris Brown’s “Loyal”
d. Keri Hilson’s “Pretty Girl Rock”
2. It’s your day off work. What will you be doing?
a. Blowing off steam on Facebook.
b. Watching old episodes of One Tree Hill
c. Out for drinks and scoping eye candy
d. Talking shit with the ladies while drinking Moscato!
3. What’s your dream home like?
a. Full of books on systemic oppression
b. Beverly Hills penthouse
c. Some big shot rapper’s mansion
d. Spacious New York Loft
8
4. Your favorite TV show is…
a. Docu-series on race
b. Sex in the City
c. Bad Girls Club
d. Love and Hip Hop
5. Finally, who’s your favorite female icon from this
list?
a. Angela Davis
b. Taylor Swift
c. New York from I Love New York
d. Nicki Minaj
Tally up how many of each letter you got and turn
the page to find out who you really are!
If you got mostly a’s...You’re an Angry Black Girl!
Congratulations, you loud-mouthed, anger filled
home-girl! I’m guessing there’s always some reason
to be mad at someone, isn’t there? Do you just spend
your days in a perpetual state of rage, angry at the
world for reasons they don’t find important? Do you
find yourself constantly snapping your fingers in
that z-formation, pursing your lips at anyone who
steps in your way? I bet people are telling you to
just be quiet, huh? I mean, what issues could you, a
black female, possibly have? Why should you care
that your high school English teacher gives you a
C+ on your essay because she thinks you copied
it from the white man online? Why does it matter
that your male co-worker at Target constantly teases
you about your nappy hair, calling it a “brillo pad,”
“cheeto puff,” or some other clever name? None of
this should anger you! Be aware, you sassy Sapphire,
in this world, your anger means nothing.
If you got mostly b’s...You’re an Oreo!
You grew up watching Lizzie McGuire and
listening to Aaron Carter. You straightened your
hair from the moment you were old enough to assert
yourself and cried when it wouldn’t lay flat. Your
friends were always shocked to see you bring collard
greens and jambalaya to lunch so you stopped eating
your favorite foods. They didn’t understand why
you couldn’t just brush your hair, wash your hair
everyday, why it suddenly grew or shrunk inches
overnight. I’m certain you’ve heard from many of
your friends how they just don’t see you as a black
girl. They erase your black skin because it doesn’t fit
the images of other black girls they see. You spend
most of your time edging away from the loud black
girls, the ghetto black girls who ate hot cheetos and
drank kool aid and had corn rows and long braids
and smelled like a mix of the jungle and your
ancestors pain and you wished, maybe for a just a
moment, but you did wish that you could be white.
But honey, you can never wash off that melanin! It’s
a permanent stain. Just because your friends can’t
see the black on you, it doesn’t mean the rest of the
world can’t.
9
If you got mostly c’s...You’re a Hip Hop Ho!
You sexual deviant you! Let me guess—big
breasts, small waist, and wide hips? You’ve got that
original Betty Boop to you, something in your eyes
that say yes to a question no one bothers to ask.
You’re the black girl that white guys use as a notch
in their belt. You are the exotic sexual being that
men love to hate and hate to love. You became a
sexual thing at a young age, when your breasts came
in at ten years old and became d-cups at fourteen.
They started looking at you differently, didn’t they?
Your eyes stopped existing. Your words didn’t matter.
Your body became the tool used to diminish your
worth. How often did you get yelled at in school to
put on something less revealing than your shorts?
Did you ever wonder why the skinny, flat-assed white
girls were never told the same thing? Honey, your
wide hips wrapped in chocolate skin were never
yours. You will never be yours.
10
If you got mostly d’s...You’re a Ghetto Fabulous Black Girl!
You make what little money you can working at
Walmart or doing nails. You make people waiting at
the bus stop with you uncomfortable with your loud
laughter and yellow and pink braids and long, bedazzled nails. You toss your weave around, remove
your earrings, and square up to anyone that says shit
about you. When you’re out, you are often told to
stop yelling, screaming, taking up space. You’ve got
baby daddy problems and you’re only 18. You grew
up playing double dutch in the middle of the street
with old rope. You accept your black, your ghetto,
your Ebonics. But you are not supposed to accept
yourself, honey! Don’t you see the fashion police
spreads in the magazines? You are on all the pages!
Don’t show your hips. Put on a shirt that conceals
your stomach. Put your breasts away. Don’t wear
bright lipstick. Stop standing out, being different.
Get smaller, quieter, lesser, as you are supposed to
be. You love your black too loudly and it makes
others uncomfortable. Your job is to make people
comfortable so do your best to limit the loudness of
your melanin.
simul justus et peccator
andy anderson
11
QUEER
Eve Taft
You think there isn’t a sign on my ribs that says
“stonewall inn”?
You think Matthew Shepard doesn’t tug at my hair
and warn me
as I walk the streets of my city?
You think I don’t choke on the smoke
from the hellfire you spit from your pulpits
with sparks that sear and heat branding
irons
which scar your names on me to mark me as
danger?
You think my veins don’t shiver
when they think
of the devastation
wracking the cities
that some called deliverance
while Reagan fiddled
as we burned
You think that the prisons
pink triangles
asylums
bullets spitting into a nightclub
don’t whisper in my head as I make my
way through the world?
12
You think that I don’t notice—
I kiss her
and kiss her
—the headline blowing by with a death toll
and I kiss her
the skyline splashing out behind us
the lights on the Washington Avenue bridge flicker
on and I kiss her
Putin criminalizes us, across the
world
I kiss her
Vigils held too late for young suicides
Corrupting, perverted, disgusting, an affront to
family values—
I kiss her
in the rain and the sleet of Minnesota
I kiss her, our lips tasting of chants from the protest
that shut down I-94
handed down from our grandmothers
hearts beating, eyes sparkling, alive
I kiss her
You think I forget the lists and the candles and the
deaths and the pain and
all that roars in my ears is a chorus
screaming over and over again
you were not able to kill us
I kiss her
and all is still
13
JESUS IN A CRACKER
A. Tetzlaff
Eucharist
I hugged my father’s black, pleated pants while
we waited for mass to start. He was beaming proudly and chatting with the rest of our family. I wore
the only dress I allowed to touch my body: by then
it was a year old and from my uncle’s wedding when
I walked down the aisle carrying a bouquet, looking
like a blonde deer caught in front of a semi truck.
It had a black velvet top connected to a white skirt.
All the girls wore white. My parents cut their losses.
All the boys, shirt and tie. Eight-year-olds taking
their first communion despite the fact that most of
us had no idea what was happening. Understanding the sacraments isn’t really necessary when you
grow up in a Catholic family. By the time you are
aware of your burden, it’s too late anyway. Religion
lived at Nativity of Our Lord Parish, in Green Bay,
Wisconsin. Between church and home, I lived in a
realm of contradiction. I came to visit religion, but
it never went home with me. On Sundays when the
game was in town, God would not judge you for
wearing your Packer jersey to church. Sinning was
bad, but you could tailgate and drink and carouse to
your heart’s content. We should have taken beer at
14
that first communion. We would have appreciated it
more than the wine. We took our places in the ritual
that had been performed again and again. The
time-worn ritual begins anew as I walk to the altar
with my hands folded in front of me. I must remember to raise my hands high enough so the rheumatic
priest doesn’t have to bend down. Right hand over
left. I’m a blonde deer again.
“The body of Christ.” This is the part where
I say, “Amen,” whether I mean it or not, then
put the communion wafer in my mouth. I must
cross myself (right hand touching head, then left
shoulder, then right shoulder) as I walk back up the
aisle and toward my family. They liked to sit in the
middle section, never too close to the altar. They
didn’t like making direct eye-contact with the priest
during his homily. To this day I skip the wine for
fear of communicable diseases. It stuck to the roof
of my mouth, this first communion wafer. It was
stale. There was no substance. Maybe the parched
flour and water, mixed with the lingering incense is
actually what Jesus tastes like. The absorbent clump
lasted into the next hymn. Saliva rushed into my
mouth and eventually the wafer, heavy with mois-
ture, fell from the roof of my mouth. I swallowed
without chewing.
Just go with it, I told myself. All these people
believe in this, so one day, you will too. But I wasn’t
sure. I didn’t get it. The power that kept me from
running back up the aisle wasn’t the love of God
gently pushing me along, but the ritual itself, and the
expectation of my parents and grandparents watching proud and probably dewy-eyed as I joined their
ranks. Hugs and smiles and congratulations as my
family comes out of the first communion Mass, but
I wasn’t sure what was such cause for celebration; I
hadn’t had a great epiphany about God, nor had I
felt any change at all. It was just like every Sunday
late in October.
head and tell me I was forgiven. “Sometimes, I’m
not very nice to my mom or my brother,” I told him.
Navitity didn’t own a confessional booth like the
ones in movies. In fact, I don’t think I’ve ever seen
a confessional booth at any Catholic church outside
the movies. We sat quietly in a tiny room. Being
small for my age, I circled the air below me with
my feet. I sat facing him directly. He crossed his legs
under the cassock he wore, clearly annoyed. After a
silence and a slow nod, the priest said, “Sometimes,
we hurt the people we love the most.” It was the
only part I heard or remember hearing; he started
talking about God’s forgiveness, I assume. I didn’t
pay attention, because I didn’t feel different after
admitting such a pitiful sin.
Marriage
I had no ill-feeling toward the physical place
of church. In fact, the ritual, the sounds, the smell
of incense, and the light that filtered through the
stained-glass windows from an Easterly rising sun
became familiar and comforting over the years. The
nave, filled with old pews, had witnessed my parents’
wedding and my grandparents’ weddings. The organ towered over the choir. The smell of old patrons
and Sunday cologne too liberally applied became a
sensory memory of that place. However, religion has
never been an inward practice; the practice and the
scene never joined together.
Anointing of the Sick
When times are bad, I’ve pulled the fragments
of ritual from my memory and recite the “Our
Father.” I did this in the winter of my eighteenth
year in days following my grandfather’s funeral. He
died of bladder cancer, worsened by a communicable bacterial infection called C.Difficile. I became
familiar with the ritual of funeral; I’d been to three
or four for close relatives. But this time, the ritual felt
different. Before, I was sad. My grandfather’s funeral
confirmed that the only sacred part of my world had
been ripped mercilessly from my arms.
Reconciliation
“Forgive me, Father, for I have sinned.”As the
words come out of my mouth, they themselves felt
sinful. I hadn’t sinned, I was eleven. I barely knew
what sin was. I had to stop a moment to think of
a sin I had committed, so the priest could nod his
Baptism
I sat in the shower until the water hitting my
face was colder than I could stand, reciting
the “Our Father” over and over, sobbing.
Our Father, who art in heaven, Hallowed be thy
name.
I hoped, over so many repetitions, that my view
15
of God and heaven would change. Yet, it confused
me more. Religion stopped looking like the patron
blind to reality and became a place where I didn’t
belong. Like I was missing out because I didn’t get
that epiphany, and didn’t have that same faith.
Confirmation
Religion was so stale, that when my Mother
would occasionally talk about faith, or God, or divine love at the dinner table I would blush with pity
and embarrassment. How can you believe this? I
thought, how can you be so blind to the real world?
Perhaps, I’m the blind one. I continue to live in
an intermediate space between faith and atheism. I
can’t commit to either. The fence between atheism
and faith is fraught with angst. Most days, I try to
laugh away my uncertainty. I tell jokes about my
Catholic past, chuckle when I hear of “recovering
Catholics,” and tell friends, “It smells like a Catholic
church in here,” whenever they burn incense. Religion is still stale to me. Religion has no nutritional
value. Stale religion has no holy orders.
16
grey cloud island
david baboila
17
saint paul airport
david baboila
18
white bear lake
david baboila
19
zips coliseum
david baboila
20
BRIDGE
Jacob J. Miller
This was not way back when, as my dad would have
you believe. It was more recent than that. If he can’t
flat out deny it, which he no longer can, he will at
least try to convince you that it was so long ago as to
suggest it might have been a different lifetime, and
he a different person. He has been, after all, Born
Again. Except he was not the only person involved,
and to carry along as if he was is an exercise in what
I’ve heard philosophers call solipsism. For him, his
transgression was between himself and the Holy
Ghost: accountable not to those he wronged, only to
an invisible spirit. But he doesn’t have sole authority
in determining the past’s relevance or irrelevance
to our lives today. My mother too pretends the past
is only what has happened at a particular point
in time, and not a factor in what determines what
has happened since then and what is happening
now. The slate wiper theory of forgiveness is what
allowed them to wear their veneer of innocence and
believe in its authenticity, and for that reason I resent their new-leaf turnover. My love for them may
not be emergent in my words, I know, but I do love
them, regardless of the fucked up traits they passed
on to their children, which will become evident as
this story unfolds
You might be wondering, if you care at all, what
could be so terrible. Well, it’s not so terrible, and
not even very uncommon, but it happened to me,
and my brothers and my sisters, and there was never
anything we could really do about it. We watched
it unfold almost every night to reveal its rotted pit.
What was scariest was not when a half-full beer bottle would be hurled in our direction for us being too
noisy, and then being held responsible for wasting
the beer, and getting punished even more for that.
What was scariest was when they fought with each
other, mom and dad, when they were both liquored
up. All of us children would be sitting in the living
room, on our knees, in a line, with our hands folded
and tucked inside our clenched thighs, having
hitherto been fulfilling our playful, childish duties
who couldn’t expect things to go so suddenly and
intensely wrong. They would fight about anything,
or nothing, for all we knew or cared. They would
yell, swear, slam their fists on various surfaces, throw
things across the room at each other as if rehearsed.
One time, I remember, and this is what I’m talking
about when I talk about how scary things got, my
21
dad had my mom pinned up against the refrigerator—after she threw three or four plates at him, one
that hit his arm, but would have hit his face if he
hadn’t been blocking, and cut it deep. He had the
sharp kitchen knife pressed firmly under her chin.
If she gulped too hard in fear, or if dad in his stupor
lost balance, she would have been bleeding all over
the family pictures held by magnets to the fridge.
As we grew older, my big brother and I began working under dad instead of merely living under
him. Our prospects in life weren’t substantial at that
point. Whatever potential we had, it had never been
encouraged, so entering into the family business, if it
can even be called that, was the only viable option.
I woke dad up most mornings from his typical
collapse into a face-down, fetal heap on the kitchen
floor, sometimes still wet, sometimes already crusted
over. I’d say, “it’s time for work, dad,” and he’d drive
me to the site where (drinking coffee with whiskey
in it on the way) heavy machinery was waiting to
be operated—even though we used hammers and
nails whenever we could. Stonehenge-sized slabs of
cement, wooden pillars, cinder blocks, and iron rods
littered the landscape. It was all so disorderly that if
a nomad wandered upon the scene, the indication
would be of destruction rather than pre-construction. There were no piles of allocated materials
or inventoried supply lists. It could have all been
salvaged from past demolitions or by thievery from
other project sites. We seemed to accrue it all without any kind of exchange or standard of accountability for use. Everything seemed to just show up
wherever and whenever we needed it. Who actually
made all this stuff? How did we move it from place
to place to use from job to job? Who permitted my
sodden father to oversee such potentially hazardous
22
projects? He was a self-made man outside the advent
of auditing. What did I care then? I was making my
way, fashioning for myself a future out of will power,
and holding my breath until I could extricate myself
from this grim farce.
First day on the job, my dad said to me, don’t
fuck up, or he’d make me test the bridge before
the support beams were all in place. I believed
him. That particular bridge wasn’t connecting two
sides over a raging river or anything; more of a
convenient pathway over a stream, but it was still a
threat coming from dad. Second day on the job, my
brother James tore partway through his leg with a
chainsaw. I heard him yell, but it sounded more out
of frustration than terror and pain. He sat down,
ripped his immediately blood-soaked pants from
where the initial tear was, delicately unlaced and removed his boot so as not to cause more pain, grunting as if he had done nothing more than step in dog
shit, and lifted the nearly severed part of his leg that
dangled lifelessly like a tube sock on a clothesline,
to close the wound, from which I saw steam rising
sacrificially to the wintery heavens. He reached
forward to grab the excess of sock which, although
bunched up at his toes, had a long, tortuous journey
before being completely removed. He screamed as
he stretched forward, more circumstantially appropriate this time, and this is when I dropped my—
whatever, the thing I was holding, I can’t remember
what, but I didn’t hear it land because I couldn’t
assimilate anything else that may have been transpiring around me. I almost seemed to float over to him,
not even aware of my legs propelling me forward. I
saw all the blood, but I wasn’t put off by it as much
as I thought I probably should have been, and I
thought that as I stared at it pooling out. I observed
it dispassionately, coldly, but I may not have been
breathing. At first sight, it was just an organic pipe
that sprung a leak. I think I asked if he was all right
but I meant it more like did he think he was going to
die. He said to go get dad and that’s when I became
afraid. I stood there for I don’t know how long, until
he repeated himself more urgently:
“Walt!” he said, “Go! Get! Dad!”
I listened that time, but I was still very afraid. I was
trembling and began feeling like I might faint, and
I almost hoped I wouldn’t find dad, that he’d be off
drinking somewhere, but he wasn’t. He was drinking
right there, over a small mound of dirt, holding a
big piece of wood sturdy for someone to do something with. I saw his breath bellow out into the cold
with a cough and evaporate as he took a swig from
a bottle before sliding it back into his coat pocket,
without so much as a pretense of inconspicuousness.The bottle neck stuck straight out and brushed
against his elbow, a cumbersome lump sinking
down and throwing off his equilibrium further than
the ethanol already had. I slowed my pace, tried to
regain some composure, and still hoped he wouldn’t
notice me. I could claim an attempt at getting his
attention, but he just couldn’t be bothered with me.
I tried, I’d tell James, but I’ll carry you. I was sure I
could have done that. Part of me still wished I could
have avoided involving my dad at all. It was selfish,
but I thought I might get slapped with the blame.
But I yelled, Dad! Come quick! Dad, I yelled again,
skidding on the gravel as I spun around, intent on
not letting my dad’s impatient glare lock on me,
and from that momentum, nearly ascending at a
perfectly horizontal angle in the air before I landed
face first on those same tiny rocks, a perfect reenactment of self-humiliation on the school playground
at recess. I felt all those multiple points of impact,
but wasted no time in catapulting myself back
up—no time for embarrassment just yet—clawed
off the pebbles that clung gently to the tiny dents
they bore into my face and palms, and sped back
to my brother who, when I reached the dirt-mound
summit again, I could see was lying flat, surrounded
by the thick, still-steaming purplish puddle which
had, since I left him, at least quadrupled in circumference. Not looking back at all during my return
sprint to see how far behind me dad was, or even if
he followed me at all, I turned from the sight of my
brother completely to see him, Dad, shuffling over
the mound, bogged down by beer bottles, which
could be heard clanging together in his pockets.
He was wheezing inhalations of frozen air. He saw
James right away, I know it, but he didn’t say anything until he got right up close to him, planting one
clumsy boot in the blood puddle with a squelchy,
meager splat, like an old-fashioned letter-sealing
stamp on melted wax. He leaned over with outward
turned elbows and hands on hips, looked at James’
face. James’ eyes were closed. Dad then scanned
down to the butchered leg, grimaced, scanned
back up to James’ face. James’ eyes were now open
again, frigid with shock, and dad said, “pull yourself
together, son,” erupting hysterically at his own clever
buffoonery.
James turned out to live, no real thanks to
our father. I ended up having to run to the nearest
phone anyway and call an ambulance. He didn’t
even lose his leg. He did require a blood transfusion
because he lost gallons of it, or at least it seemed
like it when I stood there staring at the mess, but his
gristly cheeks had their color restored right in front
of me, resupplying and, it almost seemed, re-inflat23
ing him to human shape at the coercion of some
stranger’s bodily elixir. It worked like sorcery, but far
more astonishing because it was methodologically
reliable. The warm fluid surged through his veins,
and he was ensconced for a moment in a prodigious glow of newfound vitality. Back then, my dad,
laughing, called him a lucky son-of-a-bitch, whereas
telling the story now, upon reflection and suspension of rational thought, my brother was “touched
by an angel.” Now, whenever this celestial creature
of mercy is mentioned, who conveniently remains
anonymous for humility’s sake I suppose, instead of
our dad drunkenly laughing and mocking the situation, James does. An example of an aforementioned
fucked up trait passed on in the family.
24
50 FEET TALL
Emilie Tomas
I was in 5th grade
When my class went
To see ‘The Human
Body’ and I watched
In childhood
Horror as
A 50 foot grin
Unfurled, loomed
Large enough
To pull me
Into orbit
Devoured
First a sandwich
And then my
Faith in humanity
With deafening
Smacks
Like thunder
If thunder
Was made
Of jelly and
Dismay and I
Knew it was a
Crime to allow a
Person to become
This
Inflated,
With every pore
Its own path to
Hell and I knew
I couldn’t trust
Anyone because
In our heads
We are all
50 feet tall.
25
meow you see
ashley waalen
26
MOUSETRAP
Halle Chambers
Minnie “Mousy” O’Mally knew she was
invisible up here on her fire escape. This was her
safeplace. With the ladder pulled up as it was now,
almost no one could reach her here. Plus, even if
someone did make it up here, she could easily get
away.
If she crawled rough the window, she’d be
securely locked in the apartment. There, it was
warm and dry and at least sometimes safe when her
daddy…no, excuse her, correction, “Father or Sir”
wasn’t home. He hated when she called him Daddy.
He wasn’t home now, out doing illegal God knows
what in the “family business,” but he would be back
soon. Hence why she was out here. So, no apartment, not right now.
If she dropped the ladder, she could slide down
to street level in seconds and be down the block
in under a minute. She knew, because she’d practiced and had timed herself. The only way to avoid
getting hit in the face was to be quick on your feet.
That was the first rule of fighting that Jase, her older
brother, had taught her. With the life they lived,
it was also a rule of survival. And they didn’t call
her “Mousy” for nothing: she was small and fast…
very fast. Jase could make a distraction, and Minnie
could run. But, Jase was working a job that “Father”
had given him out of town till this weekend, and
she’d surely get caught if she didn’t have her usual
head-start. So,“down” wouldn’t work either.
If she scaled up the ladder above her, she’d be
on the roof, where their oldest brother, Cobie, had
often taken her and Jase to stargaze. She hadn’t
known till six years into her still short life that he’d
done it to keep his precious baby brother and sister
away from their father’s sight when the man would
come home satellite high or plastered. She hadn’t
known till twelve years in that he’d take their father’s
hungover backhand on the mornings after, so she
and Jase didn’t. All she’d known as he’d taught her
each constellation was that Cobie was braver than
Orion and that she and her brothers were more
inseparable than the Gemini twins. But, her world
went as topsy-turvy as Cassiopeia when her father
had sent Cobie away, saying he would not have a
queer as a son. When Jase and Minnie hugged him,
Cobie swore he’d come back for them in a year or
so. Jase had given up when he’d been two years
gone. That was two years ago, and now even Minnie
27
was starting to doubt. No, she couldn’t go up to the
roo, not alone.
She shivered in the October chill as she reviewed her options: “in” would be facing her father’s
wrath, “down” would be facing being caught by
a cop or a stranger, and “up” would be facing a
reminder of the happiness, now heartbreak, brought
by a brother who was likely never coming home
again. So, maybe she couldn’t escape easily…or at
all. She shivered again, this time more in frantic
panic than from the frigid, near winter city wind.
For not the first time in her life, Mousy felt trapped.
28
faces
connie kilppen
29
*I DON’T ALWAYS FEEL COLORED
Diamonique Walker
Sometimes I find comfort in places I somehow know
I don’t belong
Never a full day, but hours will pass and I won’t
consider my brown skin or kinky hair
I’ll let the imminent fear of my black body being
made into an example fall back to the depths of my
mind
My daughter’s safety in mixed company won’t occur
to me
I won’t juxtapose my blackness with any other’s
identity
confidence
As if one chooses randomly from a pile of stock
black girl names when they look at me
He asks me if my hair is real
I tell him he can’t ask me that
He says oh it’s okay, my girlfriend is black
I’m a dirty smudge on freshly ironed white linens
Trying to blend in, trying to live my life
I breathe, momentarily
Suddenly, I’ll feel breathless, choked
Stabbed in the chest
Stung by a white hot micro aggressive slap in the
face
An unsolicited violation of my personal space
A pale hand gently pulls a lock of my hair in white
amazement
Or a thin pair of lips will say “what’s upppppp” to
me and not anyone else
I’ll get called a name like Jasmine with such utter
30
*Line borrowed from Claudia Rankine, Citizen
WHERE I AM FROM
Hannah Schmit
I am from the forest. From ruddy Maple and heady
Pine. I am from the sunlit dust that refracts the life
of the breeze. The rough wood of the trees are my
bones, roots firmly planted deep in the depths of the
cool black soil. Generations have taught me to live
in the sun, tan weathered hands, calloused and worn
cover small, break earth and sow seeds. Exhaling
with the unfurling of new leaves whose first stretch
welcomed life, I learned the importance of patience
and nurturing.
I am from dirt beneath my nails and gritty sand in
my teeth. Sap painted hands and hot tar feet, blackened from short dashes across burning pavement
that rippled with summer heat. Sandboxes were my
kingdom, the layers of silt and sand familiar to my
prodding hands. I climbed turreted towers of twisted
bark and branches to survey the world and breath
in time with the breeze. Twigs and leaves were my
crown and a rusty tractor my carriage. My people
were the songbirds and insistent cicadas whose songs
filtered lazily together through the woods. Sometimes I called back, matching note for note, melodies
and harmonies creating a canopy of familiarity.
I am from wildflowers who nodded their velvet, satin, and paintbrush heads as I passed by. From dried
grasses whose sweet scent rose from rolling waves
that undulated under horse-tail clouds above. The
gold-fringed top of the corn is my hair as it turns to
brown under the autumn sun.
I am from the passing of seasons, each marking the
time as brilliant red and orange gave way to pristine
white and serene gray. Freckles and sunburn traded
for pale skin cold kissed cheeks. My life can be
counted in scraped knees and bruises, and band-aids
and scars, each a story unique unto itself.
I am from the water. Clear and silted, still and rushing it surrounds me. The river courses through my
veins, its steady pulse my heartbeat. I am from the
muted silence of holding my breath. From letting
go in the soft pixelated light that swirls lazily in the
haze of a murky river. From the dew that rests in
early mists that lay as a blanket over a newly purified
earth, protecting the last of the dawn.
I am from music. Love-strung tunes of lullabies rock
31
my past to sleep and call forth dog-eared memories.
Treasured memories that float fragmented in my
mind,
I was waltzing with my darling…
Goodnight, Irene…
Then sings my soul…
Black Forest I have come to be in this place. Knit
sweaters and hand me downs weave the fabric of my
personality.
The black ink of the notes is stained on my fingers, the lyrics printed out as a map on my mind.
My body is movement, ‘full of grace’ as I danced
through recitals and music competitions. My history
is composed of the ivory keys of a piano board, the
metallic strings of a guitar, and the soft wheeze of a
musty accordion.
I am from survivors. From broken families and lives
I was given the opportunity to begin. Out of the
ashes of war and blood, death and pain I was taught
compassion. The scars remind me of my privilege.
A handful of ink-smeared letters, a fading tattoo,
and relentless nightmares that went unspoken.
Touched by shadows of heartbreak and longing I
have learned the fears of disease and pain, the cruelty of man and the destruction of illness.
I am from a legacy. Footsteps preceded my very first
and taught me how to stand tall—to walk courageously. When I was tired of walking and needed to
fly, strong hands lay behind me as I learned to test
my own strength.
I am from fading memories. From sweat and
ploughs, rough tools and run down sheds. My past is
a copper foundation of saved pennies stretched with
love and trust. The polished wood of a hunter’s gun
and tug of a taut fishing line tie me to
the land of a generation gone by.
I am from the creaking wood of a ship that ferried
dreams. From the fjords and
32
I am from strength. From weary hands that sought
to move forward. From songs crooned in different
tongues, prayers tucked away from missed lives.
I am from the sweet smell of tobacco. From a worn
brown pipe laid in the top overall pocket. From tales
of Shirley Temple and shiny black shoes. From the
canoe as it passes over reeds and the click of a cane
keeping time with shuffling shoes. From sterilized
rooms and flowers with similarly fated owners.
I am from loss and tears.
I am from the Mississippi and the Great Lakes, from
steam and coal. From concrete jungles and log cabins. I am a piece of the past, I am…
The rooms of my mind are wallpapered with
snapshots of a younger me. Sayings and phrases are
the soundtrack of my life. I carry them with me.
Tucked in locked and forgotten rooms they wait
patiently, longingly for me to recall.
future. I seek not where I am going only
exist here, as I am.
I am from the past. Shaped by the present I live for
the future. I am from wanderlust. An incorrigible
desire to explore that cannot be quelled with the
stillness between heartbeats. I am from the excitement that teeters on the brink of the inevitable.
I am pulled at by the gentle whisper of religions.
Called to the beauty of holiness in the world, I am
grounded in the church yet growing in the temple
and the mosque.
I am gentle hands that have learned to be useful—to
give back. Well-used fingers taught to survive and
protect. I am a collection of places and people that I
have encountered. In love with humanity, I exchange comfort for experience.
I am at home in the concrete jungles constructed
from heat-cracked pavement and in the mudpatched hut of the desert. The mountains and caves
call to me like the trees and fields of my youth. I am
at home in the grand expanse of a world that knows
no limits, understands no boundaries. A world that
exists, simply to exist. My feet itch to travel down
forgotten paths where the dust of ages can billow
out from under me and cloud the clarity of the
33
who am i?
ashley waalen
34
2
GRATITUDE: A POEM IN FOUR PARTS
D.E. Green
1. Le Chaim
2. In Praise of Delusion
Each day, my own sunrise, my own morning star:
your red head radiates strange aerial spikes.
When he walks down the sloping skyway from
Memorial
to the Music building on his way to a long evening
class, he sees his reflection in the large classroom
window at the base of the slope. He loves that mirror. In it, he is about a foot taller than his five-fiveand-a-half and twenty pounds lighter. He is younger
than his sixty years.
The silver hair is less telling. As he approaches, the
Other ways slightly, moves with the elegant gait of
an athlete or dancer. This, he imagines, is my Norwegian double—tall and slender and (at least from this distance)
good-looking.
Of course as man and image converge, his Other
shrinks into an eastern-European, Semitic, rather
compact, little old man.
Perhaps (he wonders) I have seen the inner image of myself.
Perhaps (he smiles) I am happy just to have illusions.
Our son’s beard and long Hasidic locks
on a head never bowed in prayer hover
over his guitar and, till he gets it just so,
a heavy-metal riff. The picture of Ollie, our old
pup,—
his face speaks love, love, love. Like the holiday meal
you’ll pretend to let me cook. Or when your hand
gently
strokes my heaving shoulder: I am sobbing silently
because the movie has ended well—a good death,
timely reconciliation, vows revived, a renewed
breath.
36
3. Thanksgiving
4: To My Son
This morning, as I drive
from Northfield to Hampton
past field after barren field,
three wild turkeys
foraging and gobbling
at the edge of the road—
their white-splashed wings,
black-feathered trunks,
It’s Friday, Z—, and (as always) time to say how
much I love you (and your mom too, since I don’t
say it often enough though I feel it every minute)
and how much I miss you and hope you can spend
a few hours with us and Grandma the first weekend
in November. We worry about you every day, ‘cuz
that’s our job, but we also have an abiding sense
of how strong you are: How much you have been
through, how far you’ve come, and how you face
each day with grit—and, I hope, love. The latter
is so hard to do: Over breakfast your mom and I
sometimes sit around and whine about our work,
about grading student papers. But a little later I’ll be
walking across campus and the light will be just right
and I’ll see a familiar face amid a group of young
people and—I don’t know why—I feel love. I think
that’s the word. And I felt it last time we picked you
up downtown and you were talking to some scruffy
stranger on the street. And the fact that you can still
be open to such encounters—isn’t that love too?—
filled me with wonder. It’s funny: Old people, among
whom I am about to number, have proverbially been
beyond wonder, such a romantic and old-fashioned
word. But I swear that I still feel it—and that you are
among the wonders of my world.
red combs poking
and pecking the gravel
and weeds—surprise me.
I flinch.
The car swerves.
I breathe.
They range unruffled.
37
work in progress
gabriel bergstrom
38
THE FIRE
Elisabeth Beam
I stood with my back to the crowd watching the
house go up in flames. It happened faster than I had
expected. It had taken less than a minute for the fire
to spread from the kitchen to the living room and
even less time for it to make its way upstairs and into
the bedrooms where Grandma and the twins had
been peacefully sleeping. Joel stood beside me; his
face was dark with ash, his mouth tilted upwards in
a sickeningly gleeful smile.
Momma had never liked Joel. She said he was a
troublemaker and I should do my best to stay away
from him. Joel hadn’t always been mean. When I
first met him he would bring me friends and make
me laugh. He gave me my grey tabby cat, Walter,
and my small white bunny, Snowy. We used to all
run around the garden and play and laugh. I didn’t
like it when Walter and Snowy played. Walter
always hurt Snowy. Joel loved it. Snowy’s pain filled
shrieks always brought a smile to his face.
Joel would play tricks on Momma. He’d move the
chair she was about to sit in and she’d tumble to the
floor with a crash and a scream. He would put dead
things in the twins’ crib for Momma to find. Once
he brought a live snake into the house and slipped
it into the shower when Momma was in it. She
screamed something awful and had locked me in
my room for a week. I always got blamed for Joel’s
wicked tricks.
Momma brought a lot of new friends to the house
after that. She brought in men wearing long white
coats who talked with me and asked questions about
Joel and Walter and Snowy. Joel would stand behind
them as they questioned me and make faces. I didn’t
understand why they didn’t just talk to Joel and grew
frustrated with their questions.
Once Momma brought home a man in a black suit.
He walked around the house mumbling in a strange
language, throwing water on the walls and waving
his cross around like a baton. I thought he was
crazy. I told Momma and she told me to hush and
sit down. The man stood in front of me yelling in his
strange way and holding his cross on my forehead.
It was cold and made me uncomfortable. Joel got
upset. He didn’t like the man and the way he was
39
shouting. The next thing I knew the man was on the
floor bleeding from a gash in his head and Joel was
laughing loudly in my ear. A bunch of police officers
showed up and Joel told me not to tell anyone what
he’d done. He said I should blame it on Momma
and she’d go away for a long time and stop bothering us. Momma shouted and cried and struggled as
the police dragged her away to the sound of Joel’s
gleeful laughter and the twins’ high pitched screams.
Grandma came after Momma. She was mean.
She locked me in my room and told me to stay
there until I learned my lesson. I watched him
stalk around the room at night mumbling darkly to
himself. Grandma made me to go church with her
every Sunday, she said I had to pray for my soul for
what I’d done to that man and to Momma. I didn’t
understand why everyone blamed me for Joel’s tricks
and was tired of being punished for all the naughty
things that he did.
One night at supper, Joel made scary faces at the
twins who started wailing. Grandma stood up and
yelled at me as she tried desperately to calm the
twins. She told me to go to my room. I said no. I
pointed at Joel and yelled at him with all my might.
This was all his fault. Grandma sent me to bed. Joel
told me they were going to send me away. They
would separate us and I would never be able to see
him again. I told him I was fine with that because he
was being horrible. That upset him. He got Walter and Snowy and made me watch as Walter ate
Snowy. I cried. He laughed.
Joel woke me up at midnight. He told me we could
stay together. Me, him, and Walter, but we had to do
40
something first. He smelt like gasoline. He led me to
the kitchen and pointed to the stove which was covered with a sticky, sweet smelling liquid. He told me
to open my hands. I did. He handed me a lighter.
I didn’t want to do it but Joel got angry when I tried
to say no. He yelled and told me to do it for all the
times Momma blamed me for something he did.
That if I did this everyone would finally realize it
was him doing all the bad things and not me. My
hands were shaking so bad it took me five tries to
get the lighter to ignite. When it did I froze and
stared at the small flame in my hands. It flickered
with every shuttering breath that came out of my
mouth. Joel grew impatient and slapped the lighter
out of my hand and onto the stove. There was a
large whooshing noise and a blast of orange light.
My arm hair stood on end and sweat trickled down
my face. I backed away. Joel stood in front of the
fire and laughed. He threw his arms out wide and
danced in tune with the flames. He was crazy but
his movements were so beautiful and fluid. It was
frightening. The fire advanced toward me. I didn’t
want to move. I wanted the fire to eat me like it was
going to eat Grandma and the twins. Joel grabbed
my hand and led me outside.
We stood to the side and watched as the fire slowly
ate up the house I had grown up in. The house that
the priest, the twins, and Grandma had all died in.
Sirens and smoke filled the night air. I looked to my
side for Joel, but he had disappeared.
DESERT DRUMS
Abigail Carpenter
When my London flatmate, Raoni, suggested
we travel to Northern Africa because he was missing
the heat of Brazil, we had no intention of visiting
the Sahara Desert and the Atlas Mountains. But we
quickly made friends with a generous and hospitable
Moroccan man, Raxido, who invited us to a local
drum circle at the edge of the Sahara Desert.
After traveling on camelback against an orange-rayed sunset, we found ourselves among the
sand dunes. We parked our camels single file near
our camp, and I realized a place that once only
existed in my dreams was now before me.
I had to close my eyes for a long while. I opened
them over and over again until I was sure of it. I
had to reach down and let the sand fall between my
fingers slowly. I had to breathe in the crisp, evening
air. And when I looked up, the stars speckled in the
sky like the summer freckles on my face, thousands
and thousands of them.
When the drum circle began, I let its music
fill me up. It started in my toes and moved higher,
tickled my fingers and sent goosebumps up my arms
and back. The drums vibrated within my chest and
when it reached my mouth, I screamed in laughter.
My laugh echoed farther and farther across the desert, not meeting any person or town or house until it
was miles and miles away.
I wrapped my blanket a little tighter and
watched my friends dance around the fire to the
beat of the drums. Their legs moved up and down
as their hands joined the ashes flying through the
night air.
For many hours, we sat around the fire, told
our stories and spoke aloud our dreams. We danced
and sang and took turns pounding the drums. We
slept under the stars among the silence of the desert
for only a few hours until the sun awoke us on the
horizon. And moving through the deep sand, the
sunrise at our backs, we rode our camels to the bus
to escape the desert heat before it swallowed us up
whole.
41
COLORS
Hannah Schmit
If I am a color call me red
The color of passion and love
Humanity worn on my sleeve
The color of my blood, beating heart.
Call me red.
If I am a season call me fall
With baited chilled breath I speak
My words on whirlwind breezes fall
An omen of changes to come
Call me fall.
If I am a sound call me silence.
The chaos and stillness of calm
My words lost yet encompassing
In anticipation of something
Call me silence
If I am a thought call me hope
The desire for something more
A yearning call deep within me
The need to breathe
Call me hope.
42
urban delight
jazmin crittenden
43
WHEN DAD WORE COLOGNE
A. Tetzlaff
“Did Grandpa Mike die?” My small voice
broke a quiet that Dad and I carry easily between
us. A radio frequency connecting our minds that
communicates silently, so we don’t have to. Even at
the age of three, I knew our sacred, noiseless space
well.
Dad took me to a park one day, nearby my
childhood home. We rarely visited this park unless
we intended to use its snowy slope for adrenaline
rushes in our bright plastic sleds in the winter time.
But it wasn’t wintertime now. My dad wore a blue
t-shirt he’d owned since high school. Summer or
spring, the season isn’t particularly distinct. The hills
rose nakedly as we quietly approached.
I’ve come back to the memory time and again;
the images are blurred, like a positive photograph
that didn’t come out of the darkroom correctly.
I can’t recall how my father responded to my
question, though I’m sure he patiently and painfully affirmed my query. In that moment I wasn’t
shocked. I wasn’t sad. Presently, I regret that I can’t
remember a man who loved me and was so dearly
loved by others. I don’t know how he looked aside
from the pictures I know. How he talked, laughed,
44
yelled, walked, I don’t recall. Did he wear cologne to
work like Dad?
When I was young, Dad wore cologne to work.
He woke up around five in the morning in order to
be at work five-thirty, and he still does, despite the
fact that no one expects him in the office till eight.
I’d hear his alarm from my bed and wait to smell
the mix of dewy summer grass and the spicy knives
of cologne in my nostrils. The smell lingered and
pulled me back to sleep as Dad left the house. On
the day at the park, Dad wasn’t wearing cologne.
Dad didn’t wear cologne that day because it was
either a weekend or he had the day off or had taken
time away to grieve.
I don’t remember the call to our corded
telephone late one night. It was the hospital telling
Mom and Dad that my grandfather died of a heart
attack while showering. I don’t know if he died
immediately or if the attack was slow, painful, cold,
and wet. I will never ask. The thought of breaking
the stitches grief so tenuously sewed incites trepidation. Was my young face one of his last images? I’m
vain enough to assume so––grandparents always
think of the grandbabies first. Was it a comfort? I
can only hope.
At my Grandfather’s funeral, I can’t remember
Mom’s grief. I can’t remember the funeral either.She
keeps the remnants of her love tended like a flower
garden and tells me of her father often. I have nothing but the cemented walkway leading to the park
that summer day deep in my mind.
Mom tells me that my grandfather lived as long
as he did because he was waiting for me. It was a
miracle I was even born, but that’s not my story to
tell. She calls me “the sparkle in his eye.”
Christopher, my younger and only brother,
inherited my grandfather’s bright, Anglo-blue irises.
He was born the year after my grandfather died.
Christopher joined the Army a few weeks ago; my
grandfather was a Marine in the 60s.
During his service in Asia, my grandfather collected each country’s currency. Grandma keeps the
collection in a red leather box in her bedroom closet.
I used to step onto a chair and carefully extract the
artifact from the top shelf and touch each coin and
each bill. Some of those tenders are much extinct
now.
The souvenirs of my grandfather’s life are far
less valuable to me than those of my travels––those,
at least, the mugs and the key chains, those have
memories attached of the real thing.
I’ve spent most of my life scouring photos and
objects, trying to resurrect an authentic memory
of my grandfather. Trying to find a sensation that
brings him back to me like the early morning scent
of Dad’s cologne because I only remember the
hills and my words and Dad. The solvents of time
washed away my grandfather.
45
SHITTY CHRISTMAS TREES AND SECONDHAND DOLLS
Elisabeth Beam
When I was a kid we didn’t have a lot of money.
But we managed to survive. Mom worked a lot at
the dingy looking Super 8 Motel just down the street
from the elementary school. You know, the kind
of motel that charges by the hour instead of night.
She hated it but it was close to school and paid just
enough. Around November she would start picking
up shifts at other hotels in town to save up more
money for Christmas. It was hard. The heat bill
always went up mid-October when the chill started
to set in and the snow began to fall. Presents were
always an issue. Getting stuff for just me and Sarah
was usually alright, but Mom came from a big family. Six brothers and sisters all of whom had kids. All
of whom would be needing presents. That’s a lot of
money. Money we just didn’t have.
One year there was a huge blizzard and they
canceled school for a week. Sarah was only six at
the time and she couldn’t be left alone to take care
of herself much less a five-year-old as well. So mom
had to stay home from work and look after us. She
tried to make it seem like she wasn’t stressed out
about the money, but I knew she was. She would
pace around the kitchen at night and mumble to
46
herself. She’d crouch over her checkbook and shake
her head. She tried to hide it from us, but I noticed.
I always noticed when she got like that. A week of
work missed meant we wouldn’t be able to afford the
gas to get to grandma’s house for Christmas. And a
week with everyone at home meant that the heat bill
was going to be rough. She was too proud to try and
get food stamps. So money that would normally go
towards presents went to buying our Christmas feast.
We didn’t go to my grandma’s house that
Christmas but it was probably the best Christmas of
my life. The day before school let out our landlord
took out all the carpet in the living room. He said it
was due to be replaced and that someone would be
over before the holiday to put down some new carpet. “Your feet will be so happy and thankful! That’s
the best Christmas present you could ask for!” he
had happily told us. No one came. The floor was
cold and there were nails and sharp staples sticking
up at weird angles. It hurt to step on them and small
red dots appeared throughout the house as we all
made the mistake of stepping in the living room
without socks.
Mom put down an old ratty green rug, one
that our cats liked to pee on. She bought a small
fake green tree from the thrift shop downtown. It
was the saddest looking tree. Most of the branches
were missing so it had random bald spots sporadically around its leaning trunk. A good number of
the ornaments that we put on it fell off because it
couldn’t support their weight. We made new ones
out of paper and glitter. Mom wrapped tinsel she’d
taken from work around it and Sarah and I sloppily
placed string lights. We put an old family picture at
the top of the tree because we were too scared that
our expensive Christmas angel would fall and break
if we tried to stick her up there.
Thinking back on it now it was a pretty shitty
looking tree, but back then I thought it was the best
thing I’d ever seen in my life. I remember sitting on
the floor amongst the nails and staples and looking
at it glittering and glistening and thinking that it was
a far better tree than anyone else could ever have. I
thought that even if we’d spend a million dollars on
a tree and all its dressings that it wouldn’t even be
able to come close to this masterpiece sitting before
me.
For Christmas Eve we blasted holiday music
and ran around the living room twirling and waving
our arms above our heads. Mom had somehow
found time to make new flannel pajamas for both
me and Sarah and we had immediately put them
on. She had also given us each a doll that she’d
found at a thrift store. They looked ratty and dirty
but I loved them both. Every bit of dust and matted
patch of hair was a story waiting to be told. The
dolls had character and I loved it.That shitty tree
and our thrift store dolls were great but they weren’t
what made that night so special. It was that we were
all together, making the most out of what we had
and not lamenting what we were missing. I think as
we grow up we lose the magic in secondhand dolls
and shitty Christmas trees.
47
summer nights
adam ruff
48
the people united
adam ruff
49
after the hike
adam ruff
50
CRUMBS
Malena Larsen
He’s looking for love
In the crevices of his couch
Like loose change.
I saw him lift up the cushions
And pull out crumbs
His mother’s earring
A quarter
The spoon he dropped last week
After eating ice cream out of the container.
It was chocolate cookie dough and he ate the whole thing.
I watched him put the quarter in his back pocket
and the spoon back in the cushions.
I told him I had been in love once
And he said
I like it when girls call me daddy.
I had a dream that night that he was dating somebody and my stomach hurt when I woke up.
I became a spoon in the couch cushion
Who said words like
Daddy
And
Fuck me
And
Hard.
At the end of every night I was put back with the
crumbs, and each day that he came to get me there
was more cat hair or lint stuck to me
I waited patiently
Dirty
For him to pick me up.
It was 77 degrees the late summer night he stopped
getting me from the cushions.
He told me that he found somebody to love and we
can’t be friends, because if I see you I’ll fuck you. I
asked him why he couldn’t control himself if he was
in love with somebody.
The inside of my ribcage
Was being scraped empty
51
Like the chocolate cookie dough ice cream container
And my stomach hurt
Like it did after the dream
Where he wasn’t mine
I can’t help it.
He told me.
I like it when girls call me daddy.
When we met he was wearing a suit and it looked
like he had spent a lot of time on his hair but I
didn’t think he was attractive until the weekend
when I was drunk.
Across the table
On the other side of red cups
And puddles of water
He stared at me
In a grey tank top.
His eyes
And arms
Were strong
52
And dark.
Making eye contact felt like sex
And he smelled like Fireball
And somebody I shouldn’t be alone with
And too much cologne.
We went swimming at 6 am at the neighbor’s lakefront when everyone else fell asleep.
He took off his shirt
I kept mine on.
The water fell off of him like it didn’t want to keep
his body covered for too long. He picked me up and
folded me over his right shoulder and threw me into
the 6 am summer sweet lake water.
He drove me home
At 7 am
Still drunk and
Smitten.
It was 88 degrees and my birthday the night I let
him kiss me in the back hallway of our friend’s frat.
I couldn’t wait anymore
He told me
In the house that smelled like
Liquor and dust
And damp wood.
The first time we
Fucked
Was in the front seat of his
White Pontiac Grand prix
At 11 pm on a Tuesday.
I saw him almost
As an animal.
His fists
Were clenched
And his eyebrows
Like shelves
Over his beetle eyes.
Do you like fucking daddy?
After that night I had to sneak him into my bedroom
because he couldn’t do all of the positions he wanted to in his car. He needed to prove to me that he
was the best fuck and that he could make me cum
and that I should call him
Daddy.
I had never called fucking, fucking before. Before I
was a dirty spoon it had only been called love.
His eyes started to remind me
Of Tiny
Round
Black beetles.
There’s nobody else anymore
We should just keep fucking.
And when we fucked
It was 66 degrees and almost fall when he came to
my house in his white Pontiac Grand Prix and told
me
I remembered then, the quarter he put in his pants
and how he used me to eat his ice cream and then
put me back with all the crumbs in the cushions of
53
his couch
Where he keeps looking for love
Like it’s the loose change
In his back pocket.
54
bloomed
audrey campbell
55
pruned
audrey campbell
56
HERMAN
Danny Polaschek
Grape juice dribbled down Herman’s chin and
landed in scattered droplets down the front of his
white T-shirt. He didn’t notice and, after setting
down his half-emptied glass, picked up his spoon
and started on his bowl of bran flakes. Sitting at the
kitchen table, there was nothing in front of Herman
—but a bare white wall. It seemed, however, that he
wasn’t looking at it, but rather through it like a child
looks through a window and, seeing nothing but
gray skies and rain, is overwhelmed by disappointment because they will not be outdoors playing that
day.
As Herman sat there facing the white wall and
chomping his cereal, his son entered the kitchen
and began his morning ritual. Herman heard the
coffee-maker start bubbling from somewhere behind
him in the kitchen along with the quick and efficient pitter-pattering of his son’s feet, who Herman
assumed had to be walking laps around the center
island as some sort of new, trendy morning workout.
Once the coffee maker’s burbling came to an end
the footsteps stopped as well.
Herman focused on the sound of the coffee being poured, the soft sound of liquid filling a ceramic
mug. The sound stopped as quickly as it had started
and Herman was further drawn from his relaxed,
monotonous state by the sound of his son’s voice.
“How are the flakes this morning, Dad?”
Herman didn’t turn around to face his son, but
continued with what he was doing, looking like a
cow chewing cud. “Five star quality,” he replied in
between spoonfuls. “Flaky as ever.”
Herman’s son chuckled a bit and looked up
from his fresh cup of coffee but the laugh died away
when he noticed that his father was still turned away
from him, eyes glued straight ahead. Taking another
sip, Herman’s son pondered whether he would keep
pursuing his father in conversation or not. He ultimately decided against it and left the kitchen, coffee
mug in hand.
A sigh escaped Herman’s throat as he set down
his spoon, finished with his mushed and soggy cereal. Ain’t this the life, he thought to himself sarcastically. Finally turning away from the wall, Herman
scooted himself back from the kitchen table and
slowly stood up. He gripped the side of the table for
balance and took a few deep breaths in an effort to
steady himself. Just a few weeks before, Herman had
57
missed a stair descending to the basement and found
himself tumbling clumsily down the rest of the way
until crashing to a stop on the last few steps.
Herman’s head still felt a bit shaky from time to
time, which caused a bit of a tremble in his legs. Instead of walking from place to place, he grew accustomed to maneuvering his way to each destination
by leaning on and grabbing anything he could for
support and then flinging himself to another sturdy
checkpoint, and so on and so forth until he reached
his goal. It was much like a monkey swinging from
vine to vine, but less precise and much less graceful.
With his feet finally under him, legs steady,
Herman pushed away from the kitchen table and
launched himself to the kitchen counter, which
caught him with cold indifference. Hunched over,
Herman caught his breath for a few seconds before
beginning to shuffle down the length of the marble
counter towards the coffeemaker at the other end.
“This better be a damn good cup of Joe,” he mumbled to himself, clearly exhausted.
Halfway down the counter, Herman stopped.
With a steady grip on the counter he reached up to
the cupboard above his head and swung it open. He
couldn’t see inside but he knew that what he was
looking for was in there: his old blue coffee mug—
one of the only things worth bringing with when he
moved into his son’s house the year before. Feeling
around the smooth, wooden interior, Herman
eventually got a hold of his mug which distinguished
itself by having only half of a handle still attached.
With the partial handle hooked onto his ring and
middle fingers, Herman pulled out his mug and
brought it shakily down over his head, setting it on
the counter with a soft “clink.”
Herman was beginning to feel dizzy at this
58
point, and wished for a moment that he had listened
to the doctor about getting a walker. “Mr. Huckley,”
the doctor said, “even if you don’t think you’ll use
it, take it anyways. Just in case.” Herman didn’t take
the walker, and wouldn’t even let anyone help to
walk him out of the hospital, not even his son. “I
don’t need your damn help,” he snorted each time
someone tried to take his arm to steady him. He was
always a stubborn man and old age wasn’t going to
change that.
Continuing down the counter, Herman felt this
same stubborn anger boiling in him. He was almost
seventy years old and yet he felt like a child who
was just learning to walk. He’d built his own home,
and a garage to go with it, and now he could hardly
make it to the opposite end of the room without
feeling fatigued.
Sweat was running hot from Herman’s forehead. He wiped it with a shaky hand and breathed
in deeply, closing his eyes as he did so. He only had
five or so more steps to go and he braced himself for
the final stretch, determined to get there even if it
killed him.
With a focused balance and patient, shuffling
steps Herman managed to get to the end of the
counter and the coffee pot. He exhaled in relief, and
a satisfied smile tugged the corners of his mouth up
ever so slightly. With his blue mug in one hand, Herman picked up the coffeepot in the other, intent on
pouring himself a well-deserved cup of coffee after
his tiresome journey. His satisfaction was immediately replaced with bitterness as he lifted the pot
and felt that it was nearly empty, only a few drops
remained rolling around in the bottom.
Herman’s minute smile had vanished and his
brow hardened, scrunching up his forehead in small,
tense knots. Setting the pot back on the counter,
Herman hissed repeatedly under his breath, cursing
his son for not leaving him any coffee. Herman’s
hands were visibly trembling and he was having
a difficult time keeping a grip on the edge of the
counter. He contemplated making more coffee but
dismissed the idea immediately, knowing that he
could not remain standing and moving around the
kitchen much longer.
Herman felt a hot flush come over his face and
could feel beads of sweat rolling down his temples
and his cheeks. In one swift motion he wound up
and threw his coffee mug across the room, where it
shattered against the windowless, white wall. Slivers
and shards of ceramic bounced all over the kitchen,
the blue pieces scattered like shattered glass.
Herman heard footsteps drumming down the
staircase before his son entered the room,stopping in
the doorway to avoid stepping on any of the pieces
of blue ceramic. “Dad!” he exclaimed, “What happened?
Herman was bent over, hunched with his hands
on his knees. He was struggling for breath now,
and sweat soaked through his shirt on his back. In
between wheezes, Herman said exasperated, “You
didn’t leave me any damn coffee, you son of a
bitch.”
His son stood there eyeing first his father and
then the indent in the wall where the mug had hit.
He shook his head in disbelief, which quickly turned
to anger. With a clenched jaw, he left the room and
returned a minute later with broom in hand. He
began quietly sweeping the blue bits of coffee mug
into a dustpan.
After Herman had caught his breath and recomposed himself, he pulled his body back
into a standing position, leaning against the counter. He glanced to his son, bent over and sweeping
under the kitchen table. “I heard you on the phone
last night,” he said.
Herman kept his eyes on his son as he stood
and turned to face him. His son raised an eyebrow
at him but gave no verbal reply. “I heard you,” Herman repeated.
His son bit his lip and continued sweeping, eyes
trained on the floor. “It’s just not working, dad.”
59
EL BARRIO SUYO
Chad Berryman
El viento le envolvió al hombre como una manta de hielo. Él andaba por el barrio suyo pero los
vecinos no lo saludaron. Caminaba delante de una
casa grande con flores y grandes ventanas, y por esas
ventanas podía oír una pelea entre dos padres y los
lamentos penosos de sus hijos.
Él seguía la acera que serpenteaba por un
parque lindo donde había un banco solitario. Él
Lo saludó con la cabeza. Recordaba unas noches
del verano cuando este banco no había ofrecido
insultos ni acusaciones, sino un lugar simpático para
descansar mientras él le regalaba un uso admirable.
Pero en el invierno el banco se congelaba como él, y
ambos eran incapaces de ayudarse el uno al otro.
Paseaba delante de una casa blanca de arquitectura maravillosa. Un coche altanero llegara
la entrada. Un padre sincero apareció mientras
acababa de contar los acontecimientos de su día. Su
hija miraba su celular, y el silencio suspiró por la expresión herida de la cara del padre. Ellos entraron a
la casa sin otra palabra.
El hombre nómada seguía caminando, y pronto
la nieve dentro de sus venas se derretía por una balada antigua que se tarareaba al ritmo de sus pasos.
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No pido mucho, no vivo de prisa
canto los himnos con risa bendita
no tengo nada salvo alma amada
y sin despedida no hay la llegada
THEIR NEIGHBORHOOD
Chad Berryman
The frigid air wrapped around the man like a
blanket of ice. He was travelling through his own
neighborhood, but no neighbors acknowledged him.
As he walked in front of a large, picturesque house,
complete with flowers and giant windows, he could
make out the sound of two parents fighting accompanied by the upsetting cries of their children.
The sidewalk snaked its way through a park in
which there stood one solitary bench. With a nod
of his head, the man greeted it. Nights of summers
past filled his mind, nights in which the bench
had not offered insults or accusations but rather a
consoling place of rest while he presented it with the
gift of an honorable purpose. However, the bench
froze and shivered in the winter the same as he, and
neither could provide the other with any relief.
He passed by a white house of grand construction. There, a flashy car had just pulled into the
driveway. From it emerged an earnest father finishing the recounting of his day. His daughter, however, simply stared at her phone, and the wounded
expression on her father’s face betrayed an unsung
sigh. The two entered the house without another
word.
As the wandering man continued walking, the
snow in his veins began to melt due to an old tune
he commenced to hum in time with his steps.
I don’t ask for much, or live in a rush
in my blessed laughter the hymns come alive
there’s nothing I own save a soul that is loved
for without a farewell one could never arrive
61
ODYSSEY
Eve Taft
Thank you for the twisted pathways of your mind
Which led to the streets and alleyways of Dublin
James Joyce, do you understand that you opened floodgates?
Your avalanche of babbling sentences, sans punctuation
Buck Mulligan tossing form and style into the wind
Your catechism, you, Daedalus, gave us sacrament
Blood flow to wake up the numb limbs of literature
You spoke with your soul to our souls
Fearing not the noise in your skull but flinging it down in ink
I understand you, “life is many days”
I understand you, “god is a shout in the street”
I understand you, “I am another now and yet the same”
You understand me “everything speaks in its own way”
Soon I’ll visit your beloved homeland
Walking the streets of Dublin, writing and giving thanks to modernism
Now as free of rigid form
As Ireland of England
62
postcards from my bedroom
audrey campbell
63
postcards from my bedroom
audrey campbell
64
COUNTING SHEEP
Danny Polaschek
What can you do
when the world is asleep?
Go to sleep too?
I’ve counted all my sheep.
They jumped through the air
gliding for 5 or 6 feet
cleared the fence and then flew
with not even a bleat. I didn’t focus however
on these aerial sheep antics
because far away in the distance
was a sight oh so fantastic.
A blue house, with a single light on
in the window sat a girl
a beauty no pencil could ever have drawn.
I looked up at her
and she down at me
addicted to the eyesight
too distracted to count sheep.
65
3
sky nights
keeyonna fox
67
inner self
keeyonna fox
68
VICTORY OF THE PEOPLE
Petra S. Shaffer-Gottschalk
Your worship was my refuge, your clay heart my focal
point, your chelsea smile the apple of my eye. We were
sick. We poisoned ourselves with amphetamines and pills
until we didn’t recognize ourselves in the mirror. We
walked miles just to feel accomplished in our space, we
turned the cigarettes we shared into sentiments we thought
we shared. I must possess the wrong innocence.
Souls are fickle things that change when left to die in the
cold.
~
He was outrageously tall.
He towered over me like the Statue of Liberty and
he talked to me as though I was a boat in the harbor.
Standing five inches taller than six feet, he was an
image of Ukrainian beauty. He stood like someone
who knew things you didn’t know and this fascinated
me.
I was so naive, so optimistic. I saw the lust and want
in his eyes and I mistook it for passion.The curve of
his jaw and his long eyelashes crept into the screens
behind my eyelids and ignited a fire in me that I
didn’t know how to put out. I was the new girl in
town struggling to keep my loneliness at bay. He
was a gleaming light in that summer of darkness.
I had just moved to Minnesota months before. After
discovering drugs and promiscuous sex I became
nothing short of a hurricane. Amphetamines kept
me awake, cigarettes kept me skinny, and weed kept
me sane. My GPA reflected exactly what they don’t
tell you about functional depression: you can feel
like a blank page, but as long as you fill it with words
people will stop asking questions.
He was selling me drugs. He offered me a good
price. I had never met him but I figured what the
hell, I could stand to meet new people. It was dark,
long past sundown. We were meeting in a parking
lot by a lake a few blocks away from my house. I
was in my mom’s car. I waited and listened to Amy
Winehouse until I saw an orange car pull into a
parking spot a few yards away from me. The man
driving fit the picture I had seen of him before. We
69
made eye contact and he ushered me over to his car.
I took a deep breath, grabbed my sweater, and got
my money ready. He rolled down the passenger side
window.
“You Nikita?” I said.
He smiled at me. A smile that I would come to
know.
“You can call me Kita.”
~
He had really good drugs. I’m not sure that they
were pure, but at the time I didn’t care. Neither did
he. We just wanted to get high. We did his drugs
together, sitting in a playground by the lake, talking
about life and what we crave. He told me that he
was applying to a college in London. I didn’t think
anything of it.
Before long we saw each other every day. He was
a lifeguard who had to be on duty early in the
morning, so he would take me out for coffee at eight
in the morning. No makeup, sweatpants, my hair in
a messy bun. He didn’t care. We would talk about
things that we hadn’t shared with anyone else. He
told me he struggled with his relationship with his
father in Ukraine. I told him that I had struggled
with eating disorders since I was thirteen.
We would sneak out onto his back porch to smoke
cigarettes late at night. His mother hated that we
smoked.
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“You need to quit smoking, love,” she’d tell me. “I
smoked for twenty-five years and it took two pregnancies to get me to stop.”
His mother loved me. She thought that I was
spunky, independent, had a mind of my own. She
did not like his last girlfriend. She made that very
clear. She, like Nikita, was very tall. She had long
curly black hair and eyes so intense that you would
lose your appetite. Her Russian accent was thick
and powerful. She had run away to the United
States when she was twenty-one and seven months
pregnant with her first son. Nikita.
“Does it mean anything?” I asked him. “Your
name.”
He smiled when he answered.
“My mom told me it means ‘victory of the people,’”
he said.
Oh Kita,
you have no victory.
You are the secret I keep from my mother
the hidden disease that projectile vomits
and digs with fingernails sharpened by teeth.
Your fields of sunflowers told me a secret,
your secrets so dark and beautiful
and I killed myself with your gargantuan sunflowers.
His mother was beautiful. She had been a professional figure skater that traveled the world, meeting
people as she went. She met Kita’s father in her
home country of Ukraine and according to the
story, he was immediately drawn to her exuberant
personality and her long legs. At twenty-one she
was well on her way to continue pursuing a successful skating career until she got pregnant. According
to Kita his father did not accompany her to her appointments.He did not send her flowers. He did not
ask if she was okay. Instead Kita’s mother made her
way to America to create a life of victory and hope.
He took me to meet his grandmother. She said hello
and came in and that was the last that I understood.
The entire time I was there she would ask me questions in Russian and Kita would translate for me.
He taught me how to say
Hello
(Privet)
Yes
(da)
No
(net)
And thank you, which I don’t remember. We spent
almost the entire time we were there trying to help
his grandmother set up a new movie streaming
program on her computer. I know nothing about
computers in English, let alone in Russian. I was
overwhelmed. The leather furniture just made my
nervous sweat more noticeable.
She told me about Ukraine a little bit. She said it
was beautiful but troubled. She offered me chocolate and cookies. I sat, sweating, trying my hardest
to pay attention. When I said anything to her, Kita
would translate for me. I wanted to leave.
After we left his grandmother’s house he told me
to wait in his car while he talked privately with his
grandmother. I thought it was strange but didn’t
question it. I played mindless games on my phone
while I waited for him. Some part of me knew that
they were talking about me, but I continued to deny
it. I was hungry, but I wasn’t planning on doing
anything about it too soon. I was hungry often then.
When he returned to the car I asked what they had
talked about and with no hesitation he said, “You.”
I paused, then asked him to elaborate.
“She likes you,” he said. And that was that.
How strange, I thought, to be liked by someone who
never explicitly spoke a word to me.
~
Andrevich was Kita’s middle name. Named after
his father.
Kita’s father was very handsome. In his forties with
tan skin and thick hair, he was a heartthrob that
would make you look twice. He lived in a nice,
expensive apartment in Kiev with his girlfriend who
was twenty years younger than him. Apparently
that was a theme.
Kita had only seen his father a handful of times
in his life. He had gone back to Ukraine to spend
some time with him as a young boy, but didn’t have
too much recollection of it. When he was sixteen he
went back to live with his father and his twenty-yearold girlfriend for a while. Kita has always been tall,
thin, and handsome. His father noticed this.
“So what happened?” I asked him one day.
71
Kita shrugged.
“He kicked me out and I came back to the states,”
he said without a flinch.
He said this as though it was a commonality.
“He thought that I fucked his girlfriend,” he said as
he lit a cigarette.
There was a very long, uncomfortable silence.
“Did you?” I asked.
He laughed out loud and a cloud of smoke poured
out of his mouth.
“No, of course not,” he said. “My dad isn’t one to
listen to a sixteen year old.”
~
“I’ll take you to Ukraine someday.”
“Sunflowers. There are parts of Ukraine where
there are endless fields of sunflowers wherever you
look. They’re as tall as me and the flowers are bigger than my face.”
He pulled me closer as he talked about Ukraine.
He insisted that I learn all that I could about the
Russia-Ukraine conflict, sending me innumerable
articles daily. Through him I learned about the
importance of the Ukrainian revolution and fights
that had been fought, some as recent as 2011 and
2012. He told me that he wanted to fight for his
people if he had to. When my eyes were flushed
with concern, he pulled me in close and whispered
in my ear, “I’ll survive for you.”
His eyes lit up every time he talked about the fields
of sunflowers in Ukraine. In the same way, his eyes
lit up every time he got angry.
Your golden eyes drew miners to starve and fight to abandon their homes.
We were in his bed, naked, wrapped up in blankets
and speckled by the corner light in his room. It was
late, the kind of late that feels early. The air conditioner hummed in the place of our phones which
were both off and hidden somewhere in the room.
He did no wrong. He could not do any wrong. His
eyes were blank but telling like a wall in a foreclosed
home. All of his intentions were good. Yes. Good.
“Where in Ukraine?” I asked.
“Have you been eating?” he asks as he lifts up my
shirt.
“Kiev, the city squares. And to the huge fields of
flowers.”
“What kind of flowers?”
72
~
I squirm away and pull my shirt down.
“Yes, I ate just before I came here,” I say. I can still
taste the salt in my mouth.
“You look skinny,” he tells me with a hint of disdain
in his voice.
My heart soars. I look skinny. But he’s reaching for
my stomach again and once again I’m backing away.
We get into the car and drive to the gas station.
I say that I need to go use the restroom. While
Kita pumps the gas, I make my way into the small
Holiday bathroom. I put my sweater on the ground
and rest my knees on it, my usual routine. I stick my
finger down my throat and vomit into the toilet.
As I walk back outside, Kita is getting back into his
car. I get in the front seat and sniffle slightly.Kita
looks at me quizzically.
“You okay?” he asks me.
My eyes are watery, my nose is burning, and my
breath is putrid.
“I’m fine,” I say with a smile.
~
The elevator door was so cold against my cheek.
I watched the red numbers blink as they rose.
8...9...10...11. My vision was going fuzzy and grey,
my ears started ringing and throbbing.
11...12...13. Ding. The doors opened and my
wobbly legs carried me down the seemingly endless hallway. My hands were barely working; as I
watched them push my key into my apartment door
I could not feel it. The door opened, I could see my
living room window. I closed the door behind me
and collapsed on the ground.
“Why did you faint?” His words echoed behind the
screen of my phone.
“I just haven’t eaten a lot today.”
There was a silence so deafening that it struck fear
in my heart. Fear I had not known.
“When did you eat last?” He had anger in his voice.
I paused. He would know if I lied but he would hate
the truth.
“I had a little dinner last night,” I said quietly.
“What did you eat?” His reply was sharp.
I was shaking.
“I had a little bit of salad I think,” I said with a
quivering voice.
I could hear his sigh. I can still hear his sigh.
“How many times have we talked about this?” He
exclaimed.
“I know, I know, I’m sorry…”
It didn’t matter. He didn’t listen. I had failed him
again.
“Do you know what it’s like to have a girlfriend that
can’t even take care of herself ?”
“What am I going to tell my friends?”
“You’re not even trying.”
I was sobbing, I was convulsing, I was sweating, all
from my bed from which I could not move.
My phone was glued to my ear and I had no energy
to remove it.
“So what are you going to do about this?” There
was intense spite in his words.
With a shaky voice I said, “I could send you a picture of everything I eat?”
He laughed. With his full, angry throat he laughed
73
at my pain.
“And do what? Post it on Facebook? Show all my
friends that my girlfriend is an anorexic who
can’t even feed herself ? You know what, go ahead.
Maybe that’ll help you change.”
I couldn’t breathe. I wanted to die. My stomach
kept whispering “never again, never again,
never again.” Opening my mouth made me panic
because it reminded me of eating.
I hung up my phone and with wobbly legs I walked
outside in the snow and smoked an entire pack of
cigarettes.
~
Months go by. Months.
I watched him pack his bag with clothes that I had
never seen him wear. He packed light, only a few
shirts and two pairs of pants.
“My dad will buy me more when I get to Ukraine,”
he said.
I sat on the edge of his bed and watched him focus
on folding his clothes. His visa sat in the center of
the bed, staring at me. I started to cry.
“Babe, it’s going to be fine,” Kita said without
breaking focus.
I watched him form a pile of the shirts that I had
grown used to him wearing. They looked like wilted
flower petals.
74
“Why aren’t you taking those?” I asked, pointing to
the wilted pile.
“My father won’t like them,” he said.
Later that night, we were drinking red wine in his
bed. His room was bare and cold. I was curled
against his side, my head on his chest. He stroked
my bare back and played with my hair. I sighed, but
not the kind of sigh that’s followed with kisses. Kita
sighed too.
“Petra,” he said, a tone of exasperation in his voice.
“If I ever treat you like my father treats women,
please leave me.”
~
I still remember how to say “I love you” in Russian.
“я люблю тебя.”
Ya lyublyu tebya.
~
My fingers were bones.
Anything beyond mascara was too much, especially lipstick. He hated lipstick. He thought that it
brought too much attention to my mouth. He didn’t
like when other people noticed me.
He stopped smoking cigarettes and instructed me to
do so too. “They’ll make you age faster,”he would
say. If I had a bad day and smoked a cigarette, he
would tell me he was disappointed.
I lived with three men at the time, something that
Kita would never let me forget. He asked every few
days to be sure I wasn’t sleeping with any of my
roommates. If I was spending too much time with a
friend, he would tell me that I was neglecting him.
He sent me articles outlining how to be a better
partner. He reminded me that he just wanted me
to be the best that I could be. The screaming and
hour-long phone calls were footnotes.
You stripped me of my dignity and told me,
“This is what you have.”
Your monstrous arms crawl into my nightmares
Your titanic stature collided with my glacier
and though you claim I sank you
You were a behemoth and I was a stone.
At the end, I fell into the ground. His screams surrounded me in my echo chamber and suffocated me.
My knees were bruised from kneeling in front of
the toilet all night. How apt for the one accused of
dropping to her knees for all men. I was free but I
did not know it yet. All I knew was the cold floor of
my bathroom and the tales of beautiful but troubled
Ukraine.
My goodbyes have been said,
These addictions fed.
It’s the cost that comes with the sickness.
And your screams won’t be heeded anymore.
75
AN OPEN LETTER TO THE UN-SPECIALS
Halle Chambers
When we are little, even before we can speak
We are told that we’re special and that we’re
unique.
That we all are made different and that none are
the same
Which fits quite nicely in a toddler’s mind frame.
And we are told we should treasure what’s different inside,
That what makes us different is not something to
hide.
But then quite soon after, things start to change;
The word “different” stops meaning “special” and
starts meaning “strange.”
We’re sectioned off from our average peers
In our own little category and told,
“you belong here,”
And then different is bad and normal is good,
And for the different ones, nothing is working the
way that it should
The way we’ve been taught or the way we’ve been
shown
All we know is that we do not like being lost on
our own.
76
So once again we are taken away
To a place where things makes sense again and
we’re ok:
Where no one hurts us,
Where no one can see,
Where no one deserts us,
Where we can be free.
But because the un-specials can’t see what goes
on,
They decide to make things up and get so much
wrong.
And it’s happened for years because they can’t see
through that door.
So long they don’t even know that it’s wrong
anymore.
It’s so fixed in their heads that these lies are right;
They judge each special kid by their stereotype.
But today that will end.
So you sit there and you wait,
cause it’s about time someone set the dang record
straight.
You probably think that this poem won’t cut it,
But today I’m gonna open the door and don’t you
dare shut it!
To start, let’s be clear:
I am...I was in Special Ed.
But just because I was in that room doesn’t mean
I’m brain dead!
So for Pete’s sake, don’t puppy dog guard me!
Just give me a break, it isn’t that hard see:
If I need your help, I will tell you I do.
Just please,
Please don’t mock me.
In my place, would you want me to mock you?
“Oh come on! Let her get it! Go easy on
her!”
Help, where not needed, is almost as bad as a slur.
I’m not invalid
So don’t play that card.
Yeah, I’m a little quirky and oversensitive,
But I’m not, and I quote,
“A little retard.”
Yeah, I’ve been called names.
And those words?
They hurt.
They catch in the center,
In your pit of self worth.
And they tear and they rip,
And those words are collective.
Soon you start to believe that you are defective.
I’ve dealt with them all, and surprisingly,
I actually prefer the straight up bullies
To those who pretend to like me.
Fake friends and two-faces
Of all genders and races.
They’re only my friends so they don’t have to see
me cry.
Or they use me,
abuse me,
Oh, how they confuse me!
Cause I can’t tell what’s truth and what’s lie.
“Hey! He likes you. Go give him a kiss!”
And because I don’t know better, I believe this.
But soon I find they’re not playing Cupid,
They just wanna make me look stupid.
For their entertainment, they make me play the
77
fool;
They pretend that they care for me
When they’re really just cruel.
It takes time and takes work to make you forget;
Even now, I’m not quite there yet.
I mean, here I am, in what’s supposed to be
home,
And yet here I am, still feeling alone.
I’m still paranoid, it doesn’t just end;
I still have to ask if someone’s my friend.
I say one thing and mean another;
I make a mistake,
But you take it verbatim.
Can’t you cut me a break?
If we’re talking and I look like I’m lost,
Don’t blow it off like it’s not worth the cost.
Sarcasm and subtlety muddle in my brain,
So please just take a minute to explain.
Do these quirks make me broken?
Is there something wrong with me?
The way society has spoken,
There would seem to be.
78
Stop poisoning the minds of “different” young
women and men.
I don’t like being defective....
Can I be special again?
SOREX PALUSTRIS
Emilie Tomas
Did they name you for
Your wit, pointed
Nose of pointed judgement
Who brought us fire;
five to seven inches of shrewd truth?
Or was it your mischief
That Inspired them? Your
Presence followed by screams
And a three inch tail.
I saw your likeness on a stage,
Dirt in place of your midnight coat
Though she is reformed now.
Perhaps it was the gleam in your
Eyes; whispered fortunes and
A summer of silver birth.
Maybe you are a messenger
Of God, somehow in your Eighteen
months you learned to walk
On water, the second coming
Of Christ.
79
woodsy adam ruff
gabriel bergstrom
80
WORDS
Malena Larsen
The bathroom wall was covered in words.
Words like fuck and love and song lyrics and
names with hearts around them. His body
looked peaceful, somehow, as he sat propped and
slumped against the door. His head hung to his
right shoulder and his mouth was open like he
was about to say something but was interrupted.
There was blood running down his left arm like
a river and a needle hung loosely out of his skin.
The words that he had heard her say several
hours earlier were getting quieter and quieter.
“It’s not working,” she had told him. “I’m
sorry.” They were smoking cigarettes outside her
apartment when she said it. She knew he had
been trying to fix himself. After twenty-eight days
of treatment and one week in a sober house on
Lake and Fifth she barely recognized him. He was
twenty-five pounds heavier and his skin looked
clean and strong; there was no more grey in his
cheeks. It wasn’t just his change in appearance
that scared her. Lately, he had been telling her
the difference between wrong and right and that
she should stay in on the weekends. His family
couldn’t stop talking about how proud they were
of him and they would ask her, “Doesn’t he just
seem so much better?” She would answer with yes
but feel guilty because she wished he still liked to
make mistakes. His family had a party after he got
out of treatment and his grandfather kept saying
things like, “Men in this family have always been
strong!” and, “Now he can take care of you.” His
grandfather didn’t care for her much but he felt
that she was the least of the boy’s problems. He
didn’t like the way she hung on him like a scarf
or the way she agreed with everything he said
without a second thought.
As he sat on the bathroom floor the words
she had said were getting quieter and quieter.
They were almost gone. He had been sober for
thirty-five days and he didn’t know why. He didn’t
feel better or stronger or more loved. His hand lay
loosely on the floor, palm up and open like he was
waiting for somebody to hold it. Everyone was so
proud of him but he couldn’t imagine living his
life without her.
Long after her words had faded completely,
the bathroom door opened. He fell back onto the
floor. His head hitting hard against the tile.
81
“Oh my gosh!” The man who opened the door
yelled. “Can someone help?” He took out his
phone to call 911. A crowd of people rushed
over to where the man was dialing. A young man
pushed past the group of people.
“Move!” The boy got on his knees by the body on
the floor. He reached into his pocket and took out
something that looked like a pen. He stuck it into
the arm of the body that was needle free. People
gasped and murmured and watched. Sirens rang
in the distance. The boy holding the pen looked
up at the bathroom wall that had words like fuck
and love and song lyrics and names with hearts
around them. He looked up at the group of people.
“It’s not working,” he said.
82
MALCOLM AND THE BLUE SIDE
Danny Polaschek
Brown leaves dragged past Malcolm’s feet
in the wind. The bench underneath him felt like
a rock and he had to clench his jaw to keep his
teeth from chattering. He stared at the empty
playground—the tire swing, the slide, the bridge
and the fireman’s pole. Nikki rested her head on
his shoulder. Each time a breeze swept through,
Malcolm could feel her nuzzle slightly closer, her
hair scratching and tickling his neck.
When he was a kid, Malcolm had sat on this
exact same bench many times with his mother.
They lived in a little blue house just a few blocks
away— “just a hop and a skip,” his mother would
say and Malcolm would make it his mission to
jump and bunny-hop the whole way there.
When they arrived, they’d eat lunch, sitting
together on the narrow, wooden bench. After
each bite of his sandwich, Malcolm would beg his
mother to let him go play, to which she would give
in once she herself had finished eating.
He always went straight for the slide. Once
at the top, he’d yell, “I’m going under!” and
swing himself down into the blue plastic tube. He
imagined he was a deep-sea diver plunging into
an underwater world of sunken pirate ships and
forgotten chests of gold. On particularly sunny
afternoons, he’d stop halfway down the slide and
admire the shadows that moved about on the
illuminated, blue plastic. He’d make believe that
fish swam all around him as little blotchy shadows
hovered whimsically over his head.
He eventually got the idea to bring his crayons to the park with him. He’d sit lodged in the
blue slide for most of the day, drawing exotic fish
with bright oranges, yellows and reds. He knew
fish didn’t smile but nevertheless gave them all
wide grins and big eyes to match. When it was
time to go home, his mother would knock from
the bottom of the slide. “Time to come back to
shore!” she’d announce. Malcolm would hide his
crayons in his back pocket and slide down to his
mother who would wait there with open arms
grinning at him.
The park seemed smaller now. Malcolm
was just as tall as the fireman’s pole and half as
long as the slide. He wondered if his fabricated
underwater universe still existed. Probably not,
he guessed. Although it was getting dark, Mal83
colm could see thick graffiti creeping out from the
shadows inside the blue slide. Malcolm pulled his
sweatshirt tighter around his neck, brushing Nikki
away in the process.
He felt her eyes on his face but refused to
acknowledge her. Inside the slide, he could still
make out the words “Bitch Ass” in thick spray
paint. His crayon drawings would certainly be
gone, he was sure of it now. Nikki picked up Malcolm’s hand and caressed it, her cold skin feeling
leathery and smooth.
“Malcolm,” she said.
Malcolm turned and mustered a smile, taking
Nikki’s hands to his face and kissing them awkwardly.
“Malcolm, let’s go home.”
The streetlights had not yet turned on for
the evening. Malcolm noticed the shadows on
the sides of the road stretching out and growing
bigger as they walked quietly past. He missed the
warm sunshine of summer and the hot nights
spent lounging in the front yard listening to his
mother’s radio; he missed the walks to the park,
his mother laughing at him as he crouched and
hopped along beside her. He remembered the
secret thrill of the crayon box in his back pocket,
then realized he’d forgotten his cigarettes on the
bench at the park. He was too cold to turn back.
He reached out silently for Nikki’s hand and, finding it much warmer than his own, held it stiffly
the rest of the walk home.
84
driving at zero one
john herbert
85
driving at zero two
john herbert
86
PLACEMAKERS
Diamonique Walker
Near my home,
Balloons dance in the wind.
I have reconditioned myself — These are not balloons
from a party, But they still celebrate a life.
I drive by, sometimes I walk.
And see a balloon or several
With their heads bobbing away
Positioned obscurely on the sidewalk.
Or on the island in the middle of the highway. Sometimes on no one in particular’s grass.
I don’t look for party decorations. At the feet of the
balloon’s ribbons, candles, cards and little trinkets sit.
Some kind of offering.
Looking weathered and dull.
His body bled some place close by. Probably killed
within ten feet.
A dancing, mocking balloon
Somehow now gets to sway in his place.
87
NECESSARILY AN EVIL THING CONSIDERED IN ANY LIGHT
Jacob J. Miller
“You know what I hate about this most of
all?” asked the first man. “Nobody’s going to be
around to take responsibility. Nobody is going to
have to answer for their crime.”
“What crime is that?” the other man asked,
sitting next to him in the middle of the cul-de-sac,
both of them at perfect leisure in lawn chairs as if
waiting for a parade to pass by.
“Mass-murder, I suppose. Call it, oh, I don’t
know. Call it, um, inciting the apocalypse.”
“Ha.”
“They deserve to be the ones left behind
after they obliterate everyone else. They should
be the ones who have to reap the aftermath, puke
out their guts and feel their bile boil inside their
stomachs, fend off marauding cannibals and giant
insects. And they should have to live with the new
world they created, or destroyed, rather.”
Just then, the other man looked down and
saw a lonely ant crawling up his pant leg. “Yeah,
but I don’t think that giant bug stuff is true. That
wouldn’t happen. The bugs’ll die like everything
else.”
“I mean, what do you think it’ll be like? I
88
know it’ll happen instantaneously, but they say the
cerebral cortex functions after everything else has
shut down and we linger in a sort of dream-state,
which could last for, well, for who knows how
long?”
“Well, that’s if you’re in a hospital bed, or
you have a heart attack or something, when you
have time to die with a little bit of peace. Our
brains are going to incinerate along with the rest
of us. There won’t even be any stuff of thought
anymore. I don’t think we have to worry about
something like that.”
“But what if that moment of pain before we
go lasts longer, you know? What if time stands
still? Nothing makes sense in a moment of such
lunacy. Such catastrophe. What if we feel our
tongues liquefying and spilling down our throats
and scalding our internal organs? What if, all in
that moment, we look down, and before our eyes
boil and burst from the heat we see our bones
glowing purple through our flesh as it begins dripping off like wax? What if you turn and look at
me and the last image you see is my face melting
off like those Nazis in Raiders of the Lost Ark?”
“I’m not sure it’s the best time to be thinking
like that,” his friend said, as the sirens began to
wail their sorrowful last.
“Why even bother with that fucking thing?”
the man steamed. “It’s inconsiderate, a futile
exhortation. We know what’s coming. We’re not
going to hide in our basements from it like it’s a
fucking tornado.”
“Tornadoes aren’t so easy to hide from either.”
The first man scanned the horizon for what
he knew would be the last time. He took in the
sight of the skyline he saw from his window every
day and, with lamenting eyes, imaginatively
anticipated its supplanting by a fiery mushroom
climbing the sky. He closed his eyes and winced,
unable to cope with the unthinkable thought, the
impossible inevitability. Turning his head toward
a neighbor’s yard whose household ran a daycare,
he opened his eyes to a post-apocalyptic tableau
of children’s toys scattered about the lawn. Nothing needed yet be aflame for the man to resent the
picturesque cliché of innocence lost on display
before him. “Remember when they used to tell
kids to hide under their desks?” he inquired. “All
that siren is doing is making sure that we spend
our last moments in a panic, instead of dying
gracefully, accepting that we’re all in the same
sinking ship, in the middle of the ocean, if the
ocean were the entire planet, and filled with lava
instead of water. We should be spending our time
reminiscing, because that’s all we have now.”
“Well, we can’t talk about our plans for the
future.”
“We can’t discuss potential medical advancements.”
“The coming cure for cancer.”
“And cloning organs. Scholarships our
children just received, the singularity and will
the Matrix ever become a reality; would we ever
make contact with life elsewhere in the universe,
intercept an asteroid, mine them for resources?
It’s all useless, man, meaningless. Every human
achievement since the first spark made from one
rock dragging against another, gone within the
next hour,” he sighed heavily, draping a ribbon
of helplessness over his words of outrage. “Why
don’t you open that up?” He suggested, pointing at the bottle of scotch sitting at the leg of
his friend’s chair. His friend took a swig before
passing it over with a satisfied groan. “Here’s to
everything we do being the last time it will ever be
done,” the first man began. “That’s the best I can
do.”
“Yeah,” the other man raised an empty hand,
toasting to the end and everything that came
before it. “I suppose there’s something beautiful about the entire world—or nearly the entire
world—going out the same way. There’s a kind
of universal solidarity occurring right now, don’t
you think? Some are praying, no doubt, some are
exalting their various saviors, certain they will be
raptured up any minute, but we’re all still going
to be experiencing the same thing, at almost the
exact same time; the same heat, the same instantaneous moment of searing pain before any trace
of our molecules are imprinted as a shadow on
the asphalt beneath us.”
He had a complex contraption of a chair, one
of the men—it doesn’t really matter which one
now that the end was there; the kind of chair that
folds upward from all four corners and was nearly
89
impossible to fit back into its cylindrical carrying
sack—not that that mattered anymore either—
complete with cup holders and a detachable headrest, which he was putting to use as he spoke. His
friend’s chair was more old-fashioned, a conventional folding lawn chair with a checkered pattern
of flimsy plastic wrapped taut around aluminum
pipes, wobbly hard plastic armrests drilled in and
not quite parallel to each other.
Their chair legs began melting into the tar
beneath them. One of the men hummed softly;
a beautiful soundtrack to accompany him in the
cut to black. The other man closed his eyes and,
focusing on the sounds of the encroaching death
rattle, heard them as the grunts and whinnies of
the four horsemen’s horses as they galloped atop
the planet’s rapidly spreading dust.
90
Show less
Play with purpose
The space to learn
An ambitious approach
Homecoming 2016
FALL 2016 | VOL. 79, NO. 1
INSIDE
AUGSBURG NOW
Vice President of Marketing
and Communication
Rebecca John ’13 MBA
rjohn@augsburg.edu
Director of News and
Media Services
NOTES FROM PRESIDENT PRIBBENOW
On the gif... Show more
Play with purpose
The space to learn
An ambitious approach
Homecoming 2016
FALL 2016 | VOL. 79, NO. 1
INSIDE
AUGSBURG NOW
Vice President of Marketing
and Communication
Rebecca John ’13 MBA
rjohn@augsburg.edu
Director of News and
Media Services
NOTES FROM PRESIDENT PRIBBENOW
On the gifts who are our students
Last spring, a small group of Regents, faculty,
staff, and alumni were charged by the Board
of Regents with exploring long-term strategy
for Augsburg, especially in light of shifting
demographics, economic trends, and volatility
in higher education.
It was an inspiring process as we reflected
on how Augsburg would remain faithful to its
historic distinctions, while at the same time
being relevant to a changing world. Perhaps
the most compelling conclusion of the Futures
Group was that Augsburg would be its best
self in the years ahead as it remains radically
student-centered, meeting students where they
are and equipping them for lives of meaning
and purpose.
It is not a unique claim, this idea of being
student-centered, but it is understood in
diverse ways across higher education. For
some, the claim means that students are
customers or clients who deserve high-quality
service. For others, it means that students
are lumps of clay to be formed and shaped
with particular values. For still others, the
claim means that students are deeply engaged
in the governance of the college or in its
administrative decision-making.
At Augsburg, though, the claim of being
radically student-centered means something
very different. For our community, each student
is a gift, a gift to be received with gratitude
and humility, a gift that surprises and engages
us, a gift that changes us. Each summer, I
tell our incoming students that their gifts
of intellect and leadership and passion will
make Augsburg a more faithful and successful
college, even as we accompany them on their
educational journeys. And I mean it.
This issue of Augsburg Now illustrates
well how the gifts who are our students have
made all of us better. Read about alumna
Maya Santamaria ’94, an entrepreneur whose
Augsburg education has shaped her community
work in Minneapolis. Witness the stories of
our remarkable student-athletes, partnering
with Special Olympics Minnesota to show how
intellectual differences need not get in the
way of teamwork and sportsmanship. Hear the
stories of this year’s Distinguished Alumni and
Spirit of Augsburg awardees, whose lives are
testaments to how Augsburg’s mission is lived
out across the world and generations.
And perhaps most powerfully, learn about
how Gov. Mark Dayton declared August 29,
2016, as Augsburg College Equity Day in
Minnesota, recognizing Augsburg for its
commitment to diversity, inclusion, and justice.
As one staff member told me on that special
occasion, this work is “a love letter to our
students,” a recognition that our remarkably
diverse students, who come to us with their
many experiences and talents, are gifts that
have changed us forever and for the better.
What gifts we have been given for almost
150 years! They ground our vision to be “a
new kind of student-centered, urban university,
small to our students and big for the world.”
Faithfully yours,
Stephanie Weiss
weisss@augsburg.edu
Director of Marketing
Communication
Stephen Jendraszak
jendra@augsburg.edu
Communication Copywriter
and Editorial Coordinator
Laura Swanson Lindahl ’15 MBA
swansonl@augsburg.edu
Creative Associate
Denielle Johnson ’11
johnsod@augsburg.edu
Production Manager
Mark Chamberlain
chamberm@augsburg.edu
Photographer
Stephen Geffre
geffre@augsburg.edu
Advancement Communication
Specialist
Jen Lowman Day
dayj@augsburg.edu
Contributing Writer
Kate H. Elliott
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:
alumniupdate@augsburg.edu.
PAUL C. PRIBBENOW, PRESIDENT
Send comments to:
now@augsburg.edu.
AUGSBURG NOW
Fall 2016
PHOTO BY RICKY TAYLOR ’17
This fall, Augsburg College hosted the national Lilly Fellows Program
Conference. The event focused on the theme, “Reformed and Always
Reforming: Faith, Science, Art, and Culture,” and featured the Rev. Paul
Oman, founder of Drawn to the Word ministry, who painted an artistic
expression of the Reformation.
02 Around the quad
22
Homecoming 2016
08
Annual report to donors
24
Auggies connect
10
Play with purpose
27
Class notes
16
The space to learn
20
An ambitious approach
32
In memoriam
On the cover
Augsburg College students
show their school spirit at
the 2016 Homecoming pep
rally. Learn more about the
celebration on pages 22-23.
Photo by Caroline Yang.
Inset photo by Courtney Perry.
All photos by Stephen Geffre
unless otherwise indicated.
NEW ACADEMIC BUILDING SCALES HEIGHTS
The Norman and Evangeline Hagfors Center for Science, Business,
and Religion is on track to open for classes in January 2018.
In the six months since the April 29 groundbreaking, McGough
Construction and its subcontractors have completed the concrete
work for the partial basement and most of the four floors of the north
wing, and the three floors of the west wing. As the cement work has
finished, the team has undertaken installation of electrical conduit,
plumbing, and framing for interior walls.
Weekly construction updates are available
at augsburg.edu/hagforscenter.
2
Augsburg Now
The Hagfors Center brings together the study
of global business, advanced science and
technology, and religious dialogue. It is home
to eight academic departments:
Biology
Business
Chemistry
Computer Science
Mathematics
Physics
Psychology
Religion
Structural rendering
of the Hagfors Center
courtesy of McGough
Construction
COLLEGE AWARDS 2016
President’s Interfaith and Community Service
Honor Roll—Finalist with Distinction:
Augsburg College was one of five finalists in
the United States named to the prestigious
President’s Higher Education Community
Service Honor Roll with Distinction in the
interfaith community service category. This
is the seventh year the College has earned
this recognition.
The AugSTEM Scholars Program, funded through a grant from the National Science
Foundation, supports students pursuing degrees in science, technology, engineering, and
math (STEM). The scholars participated in Zyzzogeton, a celebration of student research.
Best Regional Universities by U.S. News &
World Report: U.S. News & World Report
named Augsburg one of the best universities
in the Midwest. Rankings are based on
factors including average first-year retention
rates, graduation rates, class sizes, studentto-faculty ratios, acceptance rates, and more.
$1 MILLION GRANT PREPARES STUDENTS
for graduate school, meaningful work
The National Science Foundation awarded Augsburg College a highly
competitive $1 million grant for continued support of the AugSTEM
Scholars Program. Under the direction of Professor Rebekah Dupont,
the program will provide scholarships to as many as 80 academically
talented students with financial need who are pursuing studies in science,
technology, engineering, and math.
The four-year grant is part of NSF’s work to address the need for a highquality, diverse workforce. With a traditional undergraduate student body
that is more than 35 percent persons of color, Augsburg is well positioned
to support this goal. The program provides direct financial support, delivers
hands-on learning, offers research opportunities, and pairs each student
with a faculty mentor. Research shows this combination of hands-on
learning and close mentorship is highly effective in helping students leave
college ready for graduate school and the workplace.
Augsburg recognized for being studentcentered: The Wall Street Journal and Times
Higher Education ranked Augsburg No. 2 in
Minnesota for student engagement in the
learning process in their inaugural ranking
of U.S. colleges and universities. The
student engagement score is based largely
on results of a student survey that addressed
how challenging classes are, whether they
foster critical thinking and prompt students
to make connections to the real world, and
how much interaction the students have
with faculty and other students.
Auggie earns “Most Promising
Young Poet” national honor
Donte Collins ’18 was named the “Most Promising
Young Poet” by the Academy of American Poets this
fall. His poem, “what the dead know by heart,” previously won Augsburg’s
John R. Mitchell Prize, which qualified him for the prestigious competition.
Collins is a theater major who is active in the local, regional, and national
spoken word and poetry scene. Collins told Minnesota Public Radio that
he plans to use the $1,000 prize from the award to self-publish his first
collection of poetry, a chapbook called “autopsies.”
PHOTO BY RICKY TAYLOR ’17
Editor’s Note: This material is based upon work supported by the National Science Foundation under
Grants No. 1565060 and 1154096. Any opinions, findings, and conclusions or recommendations
expressed in this material are those of the author(s) and do not necessarily reflect the views of the
National Science Foundation.
50 Best Disability Friendly Colleges and
Universities: College Choice ranked Augsburg
No. 13 of the 50 Best Disability Friendly
Colleges and Universities in 2016 for having
strong programming and solid support
services that meet the physical, social, and
academic requirements of students with
learning disabilities and special needs.
Best LGBT Friendly Colleges and Universities:
College Choice ranked Augsburg among
the 50 Best LGBT Friendly Colleges and
Universities in 2016 for having a strong and
proven history of creating quality programming
for the LGBT community and its allies.
Fall 2016
3
Augsburg partners with
MINNESOTA PUBLIC RADIO
to deliver Strommen Engagement Series
A new partnership with Minnesota Public Radio means the Augsburg
College Strommen Engagement Series is poised to spark dialogue on
some of the state’s pressing contemporary issues. The reimagined
Strommen Engagement Series was created in collaboration with MPR
as part of the “Conversations on the Creative Economy” program
hosted by Chris Farrell. He is a senior economics contributor at
Marketplace, American Public Media’s nationally syndicated public
radio business and personal finance program.
For the 2016-17 academic year, MPR and Augsburg will explore:
• Living in Recovery—Working in a Culture of Alcohol: A
discussion on the health cost to a business when employees
are chemically dependent and how professionals in recovery
are working to remove the stigma of addiction and the culture
of drinking in business.
• Global Food in a Farm-to-Table World: A discussion on how companies
are adapting to environmental and consumer demands to be more
sustainable and still grow food for 7 billion people.
• Worship in the Workplace: A discussion about the business advantages
of accommodating the faith traditions of employees and how leaders
navigate these situations.
• Banking on the Unbankable: A discussion on how financial institutions
create both a business product and a social good for people who
traditionally would not have access
Go to augsburg.edu/now
to financial tools.
for details.
Governor declares
‘AUGSBURG COLLEGE EQUITY DAY’
Gov. Mark Dayton declared Aug. 29, 2016,
“Augsburg College Equity Day” in recognition
of the College’s commitment to equity and
justice, and its efforts to close the opportunity
gap in Minnesota.
President Paul Pribbenow met with leaders of
the Minneapolis Star Tribune editorial board to
discuss Minnesota’s educational achievement
gap among children and youth of diverse
backgrounds. The state has one of
the largest achievement gaps in the
nation, and Augsburg is working to
ensure all students of academic
ability have access to higher
education. The College’s pledge
to this work includes limited debt
pathways to graduation, setting aside
dedicated housing for homeless students,
increasing financial aid literacy, supporting
faculty in creating inclusive classrooms, and
increasing access to course materials.
The College was applauded for this
leadership through a compelling editorial,
“Augsburg College leads the call for campus
equity,” written and published by the Star
Tribune editorial board on Aug. 30.
ARCHIVE PHOTO
PHOTO BY BRIANA ALAMILLA ’17
NOW AND THEN:
AUGGIE HOMECOMING
[Left]: Current students play dodgeball in Si Melby gymnasium. [Right]: Jan (Koepcke)
Steller ’66, a member of this year’s 50th reunion class, snaps the football during a 1965
coed Homecoming matchup.
4
Augsburg Now
All good Homecoming celebrations need some
friendly competition, right? This year, Augsburg
College students got into the competitive spirit at
a dodgeball tournament that pitted Auggie against
Auggie in a battle testing speed, agility, and …
fashion sense. The event’s companion costume
contest proved to be a lighthearted update on a
long-time tradition. Coed sporting events have
been part of Augsburg Homecoming for decades,
and the outfits seem to get better with time.
See highlights from Homecoming on pages 22-23.
AROUND THE QUAD
SOOTHING
SOUNDS:
Auggies compose music
for pediatric patients
Music therapy major Tristan Gavin ’16 records a composition for use at the University of Minnesota
Masonic Children’s Hospital.
COURTESY PHOTOS
CONVOCATION SERIES 2016-17
Augsburg College’s annual convocation series offers the community
meaningful opportunities to engage with contemporary issues and
to hear from speakers who are renowned in their fields.
In September, the series kicked off with the Bernhard M.
Christensen Symposium featuring bestselling author, public
theologian, and social activist Jim Wallis and his presentation,
“The Bridge to a New America.” Wallis is president and founder of
Sojourners, a nonprofit, faith-based organization whose mission is
to put faith into action for social justice.
In November, the Center for Wellness and Counseling Convocation
welcomed Kristin Neff, an education psychologist and associate
professor of human development and culture at the University of
Texas at Austin. Her presentation was titled, “Self-Compassion:
How to be an Inner Ally Rather than an Inner Enemy.”
Augsburg College music therapy students
created original compositions to help
patients and families at the University of
Minnesota Masonic Children’s Hospital
get better sleep.
During the 2016 spring semester,
students in the Music Therapy Senior
Seminar course taught by Annie
Heiderscheit, director of the Master of
Music Therapy program, wrote lullabies
as part of a community partnership.
The music therapy students worked
with music business students and
their advisor, Augsburg Instructor
Dain Estes, to produce high-quality
recordings for use on the hospital’s
network of digital, interactive health
care features. Individuals can choose
to play the calming tunes using devices
in their hospital rooms. The Auggies’
compositions also are part of a pilot
study that is exploring whether listening
to music helps improve sleep quality in
patients and families who use it in the
pediatric intensive care unit.
SAVE THE DATE:
Join us on Monday, Jan. 16, for
the Martin Luther King Jr. Convocation.
All events are free, public, and held in the
Foss Center. For detailed information, go to
augsburg.edu/convo.
Fall 2016
5
BOARD OF REGENTS
Jeffrey Nodland ’77
Nicholas Gangestad ’86
WELCOMES NEW CHAIR
AND MEMBERS
Jeffrey Nodland ’77, president and chief executive officer of
KIK Custom Products, was elected chair of the Augsburg
College Board of Regents at its April 2016 meeting and
began his term July 1. Nodland will play a key leadership
role in Augsburg’s planning and fundraising initiatives.
In addition, the Augsburg Corporation, at its annual
September meeting, elected six new members to the Board
of Regents and re-elected three members.
Elected to their first term on the Augsburg Board of Regents:
Dr. Amit Ghosh
’12 MBA
Rev. Marlene
Whiterabbit Helgemo
Rachel Pringnitz ’02,
’07 MBA
•
Nicholas Gangestad ’86, senior vice president and chief
financial officer of 3M
•
Dr. Amit Ghosh ’12 MBA, a staff consultant, professor of
medicine, and medical director of internal practice at
Mayo Clinic
•
Rev. Marlene Whiterabbit Helgemo, an ordained
Lutheran pastor serving All Nations Indian Church of
the United Church of Christ and executive director of
the Council for American Indian Ministry of the UCC
•
Rachel Pringnitz ’02, ’07 MBA, operations
administrator for the Division of General Internal
Medicine at Mayo Clinic
•
Jill Nelson Thomas, philanthropist and board member
for multiple nonprofits, including Family & Children’s
Services of Oklahoma
•
Noya Woodrich ’92, ’94 MSW, former president and
chief executive officer of the Greater Minneapolis
Council of Churches
PHOTOS BY MARK CHAMBERLAIN
Elected to a second or third term:
Jill Nelson Thomas
Noya Woodrich ’92,
’94 MSW
6
Augsburg Now
•
Mark Eustis, an organizational leadership and
governance advisor for health systems
•
Alexander Gonzalez ’90, financial consultant at
Thrivent Financial
•
Pam Moksnes ’79, vice president for gift planning
services, Lutheran Church Missouri Synod, through
the Lutheran Church Extension Fund
HOME SWEET
HOMEPAGE:
Augsburg launches
redesigned website
College and university websites are often
the first place students turn to for reliable
information when they research schools.
This fall, Augsburg unveiled a website
redesign offering prospective students a
fresh experience and encouraging them to
learn more about the College.
The new look took more than a year
to research, plan, design, and develop.
Now this work is on display on the site’s
top-level sections, which showcase how
Augsburg positively influences Auggies
from their first day in class to decades
after graduation.
Visit augsburg.edu to see
the new design.
AROUND THE QUAD
ON THE SPOT
A look at erratic weather and climate
change with John Zobitz
“Do we live in the tropics?”
In early fall, a Minneapolis Star Tribune article
asked this question. While readers surely
answered “no,” the story described the recent
soggy summer in which Midwestern Regional
Climate Center weather data showed the
Twin Cities got twice as much rain as usual
in August, contributing to the fourth-wettest
summer since records began in 1895.
Associate Professor John Zobitz studies math
and how it relates to climate. Scientists point
to more carbon dioxide in the atmosphere as
one of the culprits in global warming. Zobitz
uses mathematical modeling to conduct
environmental science research on several
topics, including carbon uptake.
For years, Zobitz has helped media make
sense of unusual weather across the country.
He commented on record-setting snowfall in
Buffalo, New York, following a November 2014
blast, as well as the return of wintry weather
during an April 2013 whiteout in Augsburg’s
own backyard. Here’s a glimpse into the world
of climate science—an area where the forecast
can have more to do with mathematical
formulas than tomorrow’s high temp.
Q:
How can mathematicians’ expertise
help environmental scientists and
climatologists?
A:
Mathematicians test and evaluate
hypotheses through mathematical
and computational models. We model and
benchmark future global temperatures
based on current scenarios, hopefully
providing an informed context for climate
policy decisions.
Q:
A:
Hasn’t the Earth always warmed and
cooled throughout history?
Yes, but what is alarming is both the
amount and the rate of the increase.
The global monthly temperature has been
warmer than average for 360 consecutive
months (that’s every month during the past
30 years). That persistent global pattern
underscores a shift in global temperature
beyond natural temperature cycles.
Q:
A:
Do unusually cold temperatures in an
area dispute global warming?
No. An important thing to remember
is that global temperature represents
an average across a global network of
monitoring stations. Climate change
will affect each area differently: some
areas might warm and some areas may
cool, but the overall trend of global
temperature is increasing.
Q:
A:
Do you think climate change is
inevitable?
A key concept in calculus is the
accumulation of smaller pieces to one
larger whole. If we want to reduce climate
change, small changes in our daily lives
such as driving less and reducing waste,
together, may accumulate to a large effect.
Q:
What does it mean to our future, as
human beings, if climate change
continues as it has in the past 30 years?
A:
We need to recognize that we live
in a rapidly changing world where
“normal weather” is the exception rather
than the rule. Adapting—and innovating—
in an environment of constant change will
become key for success.
Fall 2016
7
ALISON RANUM ’17
NAZIH SAFI ’17
Hometown: Minneapolis
Hometown: Eden Prairie, Minnesota
Studying: Biology and Exercise Science
Studying: Mathematics and Management
Information Systems
Roy and Eleanor Krohn Scholarship
With thanks: “College is an expensive
investment, and without the donors
who have been so kind to help me
along the way, attending Augsburg
College would not be an option for me.
Thank you so much.”
8
Augsburg Now
Beverly Durkee Mathematics Scholarship
With thanks: “Thank you for your continuous
support of student learning. It feels good to
know that I go to a college where the alumni
really care about furthering their alma mater.”
REVENUE BY SOURCE
2015-16 AUGSBURG COLLEGE
67%
ANNUAL REPORT
TUITION
TO DONORS
19%
T
3%
PRIVATE GIFTS AND GRANTS
7%
o the people who understand that together we
can build and shape a campus, a community,
and the world for lifetimes to come, thank you.
To the people who are hard-working, inspired, and
trying to make a difference and impact the future
locally and internationally, thank you.
To the 4,965 individuals who gave $17,689,103 for
multiple programs, projects, and funds, thank you.
To the community who gave $1,551,262 to the
Augsburg Fund, thank you.
Thank you for making this community a place
where we are developing informed citizens,
thoughtful stewards, critical thinkers, and
responsible leaders.
Whether you were a student 50 or five years ago
or are a friend of Augsburg College, Auggies like you
are what keep an Augsburg education sustainable,
faithful, and relevant long into the future.
ROOM AND BOARD
GOVERNMENT GRANTS
4%
OTHER SOURCES
EXPENSES BY CATEGORY
41%
SALARIES AND BENEFITS
31%
FINANCIAL AID
13%
OPERATING EXPENSES*
7%
CAPITAL IMPROVEMENTS
3%
Thank you.
3%
*Expenses in this category include:
facility repairs and maintenance,
information technology expenditures,
marketing expenditures, membership dues
and fees, outside consultants, supplies,
and travel and business meetings.
DEBT SERVICE
UTILITIES AND INSURANCE
2%
STUDENT SALARIES
ENDOWMENT MARKET VALUE
$40.5
May 31, 2016—$39,412,669
MIKE SHAW ’17
Professor Jeanne Boeh and Mr. Bernhard
Fleming Economics Scholarship
$32.4
Augsburg College’s influence: “Augsburg has
pushed me to do my absolute best at school
and forced me to think how I can use the skills
I am developing to help my community.”
$28.2
$27.8
$39.4
$34.6
$33.3
$31.5
Hometown: Minneapolis
Studying: Business Administration and
Economics
$38.3
$29.8
$24.5
2006 2007 2008
2009 2010 2011
2012 2013
2014 2015 2016
As of May 31, 2016, Augsburg College had annual realized and unrealized
losses of 3.23 percent on the College endowment. The five-year average
annual return on the endowment is 3.52 percent, and the 10-year average
annual return is 3.49 percent. The College is committed to maintaining the
value of the principal to provide support to the College in perpetuity.
Special Olympics Minnesota
and Augsburg College team up
BY KATE H. ELLIOTT
10
Augsburg Now
All eyes are on a group of athletes in college
basketball jerseys. There are short ones, tall
ones, fast ones, and slow ones—some having
good days and others feeling off their game.
An athlete flies through the air, dunking a
ball. High-fives, cheers, and clapping echo
through the rafters. Moments later, voices rise.
“No, no, the other way,” shouts an
encouraging spectator trying to prompt an
athlete dribbling with authority toward the
wrong basket. A foul, some underhand throws,
and then a pause for a player with a medical
issue. Play resumes.
More commotion. Sneakers skid across the
gym floor as the spectrum of abilities and
disabilities blurs.
Then, the buzzer sounds, but the final score
isn’t the focus given the diversions of smiling,
sweaty faces and celebratory exchanges
among athletes.
The February game brought together
teams comprising athletes from Augsburg
College, Hamline University, and Special
Olympics Minnesota—the first in a series
of ongoing Unified Sports competitions that
pair individuals with and without intellectual
disabilities. Auggie participation reflects the
Augsburg Athletic Department’s broader effort—
spearheaded by its Student-Athlete Advisory
Committee—to engage student-athletes in
meaningful, life-changing community service.
And in this game, everyone wins: dozens
of student-athletes such as Sean Adams ’17
are building lasting bonds and gaining a
more sophisticated understanding of ability;
Minnesota’s more than 8,000 Special Olympics
athletes such as Alec Kelsey are gaining
confidence, training, and lifelong friends; and
PHOTOS BY MATT HIGGINS, MIAC
Augsburg alumni such as Steele Krause ’16, are
leading informed, engaged lives after graduation.
Krause said volunteerism through Augsburg
transformed his idea of service from “checking
a box” to a way of life.
“At Augsburg, my idea of service evolved
from logging hours to serving with purpose
and gaining a true understanding of each
organization,” said the former men’s basketball
player now living in Denver. “Last week, I
stopped by the Colorado Special Olympics
office to learn more about ways to get involved.”
Augsburg’s embrace of unified competition
in the past year has intensified personal
connections and impact, said Adams, a captain
of Augsburg’s men’s cross country and men’s
track and field teams.
“Out there on the court, it didn’t matter
whether someone had a disability or not; we
were all working toward a common goal and all
had strengths to contribute to the team,” he
said, reflecting on a Minnesota Intercollegiate
Athletic Conference Special Olympics D-III
Week Unified Basketball Tournament held in
April at Macalester College. “Playing alongside
others—next to their pure love for the game and
competition—reminds me why I love sports.”
The winner of each Augsburg-Hamline
Unified Rivalry competition—such as
the basketball game pictured—earns
the “Unified Hammer,” a trophy
similar to the ceremonial sledge
hammer passed since 2005 between
the schools each time their varsity
football teams square off.
Fall 2016
11
In February, a Special Olympics Minnesota athlete had the chance to skate the Minnesota Wild
flag to center ice during an Augsburg College men’s hockey game. The Minnesota Wild hosts
several events each year to celebrate “The State of Hockey,” and Augsburg facilitated this
unique partnership between SOMN and the professional sports team.
PHOTO BY KEVIN HEALY
Augsburg has partnered with Special Olympics since
2011, when NCAA Division III formally began supporting
the organization’s efforts to provide year-round training
and competition for more than 5.3 million children and
adults in 170 countries. But Augsburg upped its game
in 2016 by committing to pair with Special Olympics
Minnesota each month of the academic year. SOMN
named Augsburg a Champion School, one of only five
institutions in the state recognized for student leadership
and advocacy, campus involvement, and participation in
Unified Sports.
Michael Kane, vice president of SOMN’s area
programs and initiatives, said the organization is eager
to strengthen existing collaborations, including regional
bowling championships, hockey tournaments, and
the organization’s most popular fundraiser, the Polar
Plunge—during which Auggies, along with thousands of
Minnesotans, jump into icy lakes.
Augsburg’s passionate drive to advance
understanding, acceptance, and healthy living is
elevating SOMN’s reach and reputation, particularly
among the next generation.
“Augsburg College is a great example of an
institution striving to make inclusion a reality,” Kane
said. “Students and staff have fully embraced Special
12
Augsburg Now
Olympics Minnesota by volunteering at competitions and
planning to host a wide variety of events and activities.
Hundreds of Augsburg students have stood up to make
these events and activities possible.”
Guiding Augsburg’s increased involvement is the
Student-Athlete Advisory Committee, a group of about
50 student-athlete volunteers committed to enriching
the student experience through a range of relevant
service opportunities. Jane Becker is Augsburg’s head
volleyball coach and athletic community service
coordinator, and Jennifer Jacobs is an assistant athletic
director, assistant volleyball coach and advisor for
SAAC, overseeing the student-run organization with
representation from all of Augsburg’s 21 teams.
The pair talk at length about the importance of
student-athletes connecting with the community.
Augsburg student-athletes and teams host clinics and
open gyms for neighboring schools, help area churches
renovate, and build partnerships—like the Unified
Rivalry with Hamline—to foster lasting friendships and
healthy competition.
Becker and Jacobs lift up the committee’s work with
Special Olympics because it advances the lessons of
determination, teamwork, and heart that coaches promote on the court
and in the field. They hear of perceptions changed and career paths
adjusted because of these meaningful experiences.
“Our student-athletes are putting in long hours of competition, making
grades, and then giving themselves to others,” said Jacobs. “The amount
of time and energy our student-athletes dedicate to Special Olympics
and other volunteer opportunities is inspiring. They are committed to
making an impact, relationship building, and experiential learning.”
Rachel Frantz ’17, co-president of SAAC, said she and her peers are
energized by the heart and competitiveness of Special Olympics athletes.
She has friends such as Tom, who competes in speed walking and
swimming. Non-verbal, Tom communicates through sign and body language.
“His favorite gesture,” Frantz said, “is his signature hug that last
about three minutes.”
It’s hard to let go of those types of connections.
“Special Olympics athletes teach me how to come as I am and do my
best. They support one another and foster a positive environment where
each athlete can grow,” said the biology major, who has participated for
the past six years in Special Olympics events, including jumping in an
icy lake during the Polar Plunge, competing in a unified basketball game,
and volunteering at basketball, swimming, and track and field events,
which happen to be her favorite.
“The athletes are always congratulating all of their competitors,
regardless of their finish,” Frantz said. “I love cheering them on as they
achieve a new personal record or finish a difficult race.”
Beyond friendships and lasting memories within the community, these
experiences inspire bonds among Augsburg student-athletes as well as
the general student body, many of whom also serve Special Olympics.
Frantz, a competitor in lacrosse,
cross country, and track, who
likes snorkeling, rock climbing,
and choir, might not have gotten
to know Adams, who plays guitar
and acts in his roommate’s short
films. But, through SAAC, the two
have volunteered together, growing
closer with every project.
“It’s been a privilege to build
upon the good work of those who
led the committee before us,” said
Adams, who serves as co-chair of
SAAC’s volunteering committee.
“The evolution to unified
competitions and partnerships
AUGSBURG AS A
CHAMPION SCHOOL
Augsburg is one of only five Special Olympics Champion
Schools in Minnesota. The designation is granted to
institutions that excel in three areas: Unified Sports, student
leadership and advocacy, and campus involvement.
• Unified Sports: Augsburg student-athletes participate
alongside Special Olympics Minnesota athletes in
clinics and competitions. In partnership with Hamline
University, Auggies cofounded the first Unified Rivalry
in Minnesota. Special Olympics Minnesota created the
Unified Hammer trophy given to the winner of these
competitions throughout the year.
• Student Leadership and Advocacy: The more than
50 student-athlete leaders on Augsburg’s StudentAthlete Advisory Committee work with SOMN to activate
students, engage faculty, and promote communities of
acceptance.
• Campus Involvement: Augsburg student-athletes
have enthusiastically recruited students to create
teams for the Polar Plunge and other key SOMN events
held throughout the year. The campus also has held
Respect Campaigns, including Spread the Word to
End the Word, which discourages people from using
demeaning, offensive, or inaccurate terms.
“Our events are volunteer driven, and I’m just not sure
what we would do without Augsburg student-athletes
volunteering at every turn,” said Devin Kaasa, the
college partnership and competition manager for SOMN.
“Their work fosters respect and dignity for people with
intellectual disabilities and changes actions and attitudes
among their peers without intellectual disabilities.”
Members of the Augsburg football team
volunteer at the 2016 Fall Games organized
by Special Olympics Minnesota.
PHOTO COURTESY OF SPECIAL OLYMPICS MINNESOTA
with other colleges in the area is
expanding our reach and feels more
authentic and influential than cheering
from the sidelines.”
Friends across the river, Hamline’s
SAAC advisor and women’s volleyball
coach Becky Egan and senior softball
player Mary-Clare Couillard, said they,
too, have big hopes to grow from
several rivalry games to multiple
contests and volunteer efforts
throughout the year.
“Our campuses can have such a
positive impact for Special Olympics
athletes, and I hope to see us doing all
that we can to help out,” said Couillard,
who has interned with Special Olympics
since June.
Egan echoed her sentiments.
“Since our campuses are so close,
it is easy for our student-athletes
to travel and stay excited about
volunteering,” Egan said. “The more
inclusive we become with other schools
in our conference, the healthier the
competitions become across our other
sports, and it broadens connections
among all our student-athletes.”
PHOTO BY MATT HIGGINS, MIAC
14
Augsburg Now
passing year. During a January 2016
game against Saint Mary’s University,
the Augsburg College women’s hockey
Devin Kaasa, the college partnership
team recognized more than 100 Special
and competition manager for SOMN,
Olympics athletes in attendance with a
is the main contact for schools in the
ceremonial puck drop prior to the game.
MIAC as they build and strengthen their
Proceeds from puck purchases for a
relationship with the nonprofit. Kaasa,
halftime “Chuck-A-Puck” competition
whose brother has participated in Special benefitted SOMN. The following
Olympics for 20 years, said he has been
weekend, the hockey players volunteered
showcasing positive Augsburg-Hamline
at the Special Olympics Minnesota State
outcomes to promote similar interactions
Poly Hockey Tournament.
among the conference’s 13 schools.
In early March, Auggies raised more
“Our athletes look up to studentthan $1,000 for the 19th annual Polar
athletes because of
Plunge event at
their abilities and
Lake Calhoun in
“Augsburg College is a great
energy. To some,
Minneapolis. The
example of an institution striving 2016 plunge season
these college
to make inclusion a reality.”
students are like
raised more than
–Michael Kane
professionals, and
$3.9 million for
playing alongside
Special Olympics’
them is such a thrill,” Kaasa said. “I
athletic, health, and leadership
love Augsburg because they are always
programs for children and adults with
up for trying a new idea, and I can
intellectual disabilities.
always count on them to serve.”
Just this September, members of
Augsburg’s involvement with SOMN
the Augsburg football team helped out
has been diverse and expansive,
with SOMN’s Fall Games where athletes
growing in size and scope with each
competed in equestrian, softball, bocce,
and golf events.
Each month, the NCAA Division III
features a Special Olympics Spotlight
Poll, asking fans to vote on one of three
compelling stories highlighting efforts
at various institutions and conferences.
With 1,300 votes, the MIAC won
the July spotlight (and $500 toward
its next Special Olympics event) for
hosting the first-ever conference-wide
unified tournament.
Mark Kelsey’s son, Alec, was among
the 50 Special Olympics athletes who
competed alongside student-athletes from
Augsburg, Carleton, Hamline, Macalester,
St. Catherine, and St. Thomas in an eightteam, double-elimination tournament held
during the fifth annual NCAA Division III
Week in April.
At 6-foot-2, 25-year-old Alec loves
basketball, lives for the moment, and
never looks for an excuse to quit, even
after a seizure on the court.
“Special Olympics athletes represent
the best of what sports has to offer—no
fear, no nerves, no hate, all heart,” said
Kelsey, who started the West Metro
Warriors Special Olympics delegation in
the Twin Cities 10 years ago.
“Alec rarely gets through a game
without a seizure, but I cannot tell you
how excited and proud he and his fellow
athletes are to play with college studentathletes. We were particularly impressed
with Augsburg’s showing at the
tournament … while one team played,
the other team cheered with Special
Olympics athletes. It was magical, and
I can only hope those Auggies were so
moved in such a deep and positive way
that they become forever advocates for
inclusion and acceptance.”
As a recent graduate, Krause regularly
reflects on the intersection of athletic,
religious, and academic experiences he
enjoyed at Augsburg. His time learning
to live with purpose “sparked a craving
for personal and communal excellence”
and a desire to create a stable,
nourishing, and joyful environment for
his community.
“Being involved with SOMN was
humbling and gratifying … and being
able to use my knowledge and skills
within various sports is empowering,”
said Krause, a former SAAC copresident who works as an account
manager for Pacific Office Automation.
“I am extremely proud to be an Auggie,
and I will always refer myself as such.
Augsburg’s commitment to community
is astounding, and it keeps getting
better every year.”
At Augsburg, Krause said, he learned
that volunteering is as much about selfreflection after the experience as it is
about the outcome of the service. Only
then can people begin to understand
more about the world around them
and assess (and possibly adjust) their
attitudes and actions.
“I no longer just show up to volunteer
and then leave when the job is done,”
he said. “It sticks with me, urging me
to think about how my involvement and
experiences shape my life, and how I
can continue to make a difference.”
To learn more about Augsburg’s athletic teams and
service, including Auggie involvement with Special
Olympics, go to augsburg.edu/now.
[Far left]: The Augsburg-Hamline Unified Rivalry series began with
basketball games and has grown to include several activities. The
schools hosted a flag football game in October and will sponsor a
softball game this spring.
[Center photos]: Augsburg football players helped facilitate softball and
bocce ball activities at the 2016 Fall Games series organized by Special
Olympics Minnesota.
[Far right]: Athletes take a break from the action during a MIAC conferencewide unified basketball tournament held in April at Macalester College.
PHOTOS COURTESY OF SPECIAL OLYMPICS MINNESOTA
Fall 2016
15
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AUGSBURG COLLEGE’S 2016 HOMECOMING
CELEBRATION was held Sept. 22-24—a festive
PHOTO BY JOHANNA KITZMAN ‘11
weekend when alumni, students, and families took
part in new events and beloved traditions. More
than 500 alumni from 64 different graduation
years attended celebrations, including reunions
for the classes of 1966, 1976, 1991, and 2006.
PHOTO BY
REBECCA ZENEFSKI
Ten Auggies were inducted into the Athletic Hall of Fame after being welcomed to the ceremony
by current student-athletes. During a Homecoming lunch with alumni award recipients, students
were invited to share in discussion with recipients of the First Decade, Spirit of Augsburg, and
Distinguished Alumni awards. In an evening ceremony, six alumni and two honorary Auggies
received awards and were recognized for their generous service to the world.
22
Augsburg Now
PHOTO BY JOHANNA KITZMAN ’11
PHOTOS BY COURTNEY PERRY
The Taste of Augsburg featured 38 booths—most
hosted by student groups—and offered games,
entertainment, and food, including the Augsburg
Chemistry Society’s liquid nitrogen ice cream.
Augsburg won the football game against Carleton
College, and alumni, families, and students stayed
after the game to enjoy s’mores at an Auggie Block
Party featuring the band Broken Spoke.
Bob Stacke ’71
This year, 30 Homecoming
events celebrated the best of
Augsburg, from an all-band
reunion to Auggie Talks led
by alumni, staff, and faculty
experts. The Centennial
Singers and an alumni band
led by Professor Emeritus
and Spirit of Augsburg Award
recipient Bob Stacke ’71
invigorated the chapel at
a worship service where
Associate College Pastor
Justin Lind-Ayres welcomed
all Auggies with a “Home
Calling” message.
Fall 2016
23
AUGGIES CONNECT
FROM THE ALUMNI BOARD PRESIDENT
Dear alumni and friends,
T
he Alumni Board has made exciting changes
to better serve Augsburg College graduates and
current students. We reorganized our board
committees, and we’re already seeing the fantastic engagement and work of
two new groups.
• The new Parent and Family Committee shares information about Augsburg
and its services with families. We’re thankful to the Parent and Family
Committee for helping students move into campus housing this fall.
Committee chair Howie Smith ’80 joined Cyrus Batheja ’08, ’11 MBA to
help with first-year student move-in day. Committee members Derek
Francis ’08 and Hannah Dietrich Swanson ’05 assisted with new student
orientation. The committee hosts two parent and family nights per year,
and the next event is March 2.
• Rick Bonlender ’78, Josh Krob ’08, ’15 MBA, Adriana Matzke ’13, and
Brad Randall ’13 on the new Adult Education Committee will focus
on the growing adult undergraduate and graduate studies alumni
communities. I attended Augsburg College as an MBA student from
2008 to 2010, and I’m inspired by this work.
Whether you remember your time at Augsburg as a cohort, a class,
or a team—as a grad student, traditional undergraduate, or adult
undergraduate—there is a place for all in the upcoming events at the
College. The MBA networking event on October 25 was a welcome chance to
see former cohort members for a mini-reunion and to get involved mentoring
a future Auggie MBA.
As a board, we strive to better serve the College, our fellow alumni, and—
perhaps most importantly—Augsburg’s current students.
We’re looking ahead to our next Alumni-Student Networking event
on February 8. Last year, we had 260 participants—a record-breaking
attendance that included students, alumni, and faculty. Thanks to all who
helped recruit attendees, facilitate introductions, and open doors for Auggies!
I look forward to our continued service and engagement with the Augsburg
community.
JILL WATSON ’10 MBA, ALUMNI BOARD PRESIDENT
24
Augsburg Now
For more information
about alumni events,
see augsburg.edu/now.
The StepUP® Program at Augsburg College
has had a successful year. As the largest
residential collegiate recovery program in the
United States, StepUP is regarded as the
gold standard for programs of its kind. Now in
its 20th year, StepUP empowers students to
champion lives of recovery, achieve academic
success, and thrive in a residential community
of accountability and support.
StepUP celebrated its annual gala October 29,
and the event focused on the theme of “hope.”
The gala is an opportunity to reduce the
stigma often associated with substance use
disorders by raising awareness—and honoring
the accomplishments and contributions—of
StepUP’s 100 students and 750 alumni.
At the gala, emcee Don Shelby, an Emmyaward-winning former news anchor and person
in recovery, welcomed supportive Auggies,
families, friends, and advocates for recovery.
Peter Hubbard ’10 spoke about his work with
StepUP alumni to create chances for StepUP
students to learn about life after graduation,
network, and explore concerns with those who
have followed a similar path.
The Barbara and Skip Gage family received
the Toby Piper LaBelle award in recognition of
their longstanding commitment to education
at Augsburg. The Gage’s dedicated support
of the CLASS program, Lindell Library, Gage
Family Art Gallery, and Gage Center for Student
Success furthers Augsburg’s ability to live out
its mission of serving the diverse needs, gifts,
and experiences of its students. In addition,
the contributions of The Hazelden Betty Ford
Foundation were recognized with the inaugural
Keystone Award for institutional support.
To continue the deep success of the StepUP Program, the
College has launched an endowment campaign for the
program. The campaign is nearly halfway to its goal of
raising $10 million by 2017. The endowment will allow
the College to increase enrollment in the program, to
maintain StepUP’s unparalleled community experience,
and retain StepUP’s exceptional counselors and staff.
Visit augsburg.edu/stepup to learn more.
AUGGIES CONNECT
GENEROSITY OF ALUMNI
fuels research, hands-on opportunities for Auggies
Two influential Augsburg College alumni,
Terry Lindstrom ’73 and Dean Sundquist ’81,
have found that giving back to their
alma mater is a way to inspire young
researchers to pursue their passions.
They have chosen to support the
Office of Undergraduate Research and
Graduate Opportunity, known as “URGO,”
which aligns students’ interests in STEM
fields (science, technology, engineering,
and mathematics), social sciences,
humanities, and the arts with research
by faculty. Each year, research by more
than 20 Augsburg students is funded by
the College for 10 weeks each summer.
Because of the committed support of
Lindstrom and Sundquist, 16 additional
scholars participate in URGO and receive
a stipend. This financial support is critical
to providing the hands-on, skills-based
training students need to successfully
apply to graduate school and to shape
meaningful careers.
“Fundamentals are absolutely
essential,” Lindstrom said, “but it was
the research experience that helped me
determine what I wanted to do.”
Lindstrom and his wife, Janet, plan to
fund URGO students for the next three
years, just as they have since 2013,
and will ensure the perpetuity of their
scholarships through their estate plan.
“Everyone deserves to find the career
that creates passion,” said Lindstrom,
who retired in 2010 as a distinguished
research fellow at Eli Lilly and Company in
Indianapolis, where he spent 31 years in
drug discovery and development.
Eager to find real-world applications to
benefit society, Lindstrom earned his PhD
in pharmacology and biochemistry at the
University of Minnesota after his Augsburg
graduation. He led the research teams
that resulted in a half-dozen patents for
life-changing pharmaceuticals, including
Evista for osteoporosis and Cymbalta,
used as an antidepressant and for bone
and muscle pain. He visited campus this
past summer to meet faculty and student
researchers—including four students he
sponsored directly: Josh Kuether ’18, Taylor
Mattice ’18, Adam Pancoast ’18, and Ellyn
Peters ’18.
Similarly, since 2006, Sundquist, a
member of the College’s Board of Regents,
and his wife, Amy, have sponsored research
by URGO students. Sundquist visited
campus this summer as well to meet with
the 12 students he sponsors and learn
His campus visit was a chance to see
the energy, enthusiasm, and excitement
in students as they researched projects
with their mentors, including Assistant
Professor Matt Beckman, Associate
Professor Vivian Feng, and Assistant
Professor Michael Wentzel.
“These URGO students are very smart
and very impressive. They go on from
Augsburg to graduate school and medical
school and business school with research
experience and the confidence to succeed
at the next level,” Sundquist said.
Ultimately, generosity of people like
Lindstrom and Sundquist has had a
transformational effect on thousands
[L to R]: Terry Lindstrom ’73 watches as chemistry student Taylor Mattice ’18 draws out a chemical reaction scheme from
her summer research project with Assistant Professor Michael Wentzel, her faculty mentor.
about their research. As chairman and CEO
of Mate Precision Tooling, a worldwide
leader in metal products and laser
technologies, he has a global perspective
and understanding of how scientific
improvements propel the economy.
of students. Alumni create learning
opportunities that prepare students to
solve real-world problems, develop lifelong
relationships with peers and faculty, and
deliver a uniquely Augsburg summer.
Fall 2016
25
Augsburg women inspired to fund
transformative mural in new academic building
For women who are driven to lead and participate, meeting
a fundraising goal for Augsburg College doesn’t mean your
work is done. It just means it’s time to engage in another
meaningful challenge to continue positively impacting the
lives of Augsburg students, faculty, staff, and the CedarRiverside neighborhood.
That’s just what Augsburg Women Engaged (AWE) is doing
through the leadership of Lisa Svac Hawks ’85, vice president
of external communications for UnitedHealthcare, who was
moved to make a lead gift to fund a mural planned for the
interdisciplinary Norman and Evangeline Hagfors Center for
Science, Business, and Religion.
“When I learned about the way Augsburg is bringing
these disciplines together under one roof, I knew this was
something distinctive and powerful,” said Hawks. “The
Hagfors Center will measurably contribute to shaping
greater leaders for tomorrow.”
The mural that AWE will fund, titled “Emergence,”
incorporates the image of monarch butterflies with
references to symbiosis, textile traditions, geometry, faith,
home, prayer, and identity. The $150,000 project will
express the College’s commitments to hospitality and
serving the neighbor, two core principles of the Lutheran
tradition in which the College is rooted. The large-scale
mural will adorn the staircase at the end of the west wing.
Making the lead gift for this powerful installation,
which will be created by muralist Greta McLain, came
naturally to Hawks.
“Art has a special way of helping us experience what
it means to come together in a new way. Art helps us
visualize new futures. It helps us connect to big concepts
and to engage emotionally with them so we can see
ourselves in big ideas,” Hawks said.
26
Augsburg Now
“As a group of women, we believe that art connects the
heart and head. By funding this mural as a permanent beacon
in the Hagfors Center, we invite everyone to connect our
heads and our hearts, so our hands can get to the good work.”
For McLain, the collaboration between space, artist,
community, and construction can take many forms. “We
all are asking: In what ways are we shaping the future
leaders we need to address the challenges
of the future?” she said.
AWE is undertaking this new
challenge and commitment to
the greater Augsburg College
community at the same
time it successfully closes
out another project for the
Hagfors Center. This group
of 70 women already raised
$130,000 to sponsor a
student study lounge in the
building.
The AWE-Inspired
Philanthropy Council
invites all Auggie women
to join them in sponsoring
“Emergence.” They
supported a Give to
the Max Day project to
raise funds for the work,
and are partnering with
Donna McLean and Martha Truax ’16 MAL in Institutional
Advancement to reach their goal of $150,000 in gifts and
pledges by December 31. Email mclean@augsburg.edu or
truaxm@augsburg.edu for more information.
To see work available for sponsorship in the Hagfors Center, including
21 pieces created by faculty, staff, alumni, and artists who have
exhibited previously in Augsburg galleries, visit augsburg.edu/now.
ALUMNI CLASS NOTES
1960
The newest book by Lowell
“Zeke” Ziemann ’60 is “America’s
First Centennial and the Old West: 1876
A Year to Remember.” This book presents
prominent events in the Western Territories
during the United States’ centennial year.
Incidents of 1876 described in the book
include: the Little Bighorn conflict, Wild Bill
Hickok’s murder, the capture of Jesse James’
gang, and Bat Masterson’s first gunfight.
1968
The Rev. Mark Hanson ’68,
former presiding bishop of the
Evangelical Lutheran Church in America,
received the Walk of Faith Award from
Lutheran Immigration and Refugee Service
on October 26 in recognition of his career
in service to the Lutheran community.
The ELCA is the nation’s largest Lutheran
denomination. Hanson was ordained in
1974 and has since served as a pastor for
three Minnesota congregations, as bishop
of the St. Paul Area Synod, and as the
president of the Lutheran World Federation
in Geneva. Hanson is an advocate for
migrants and refugees. He currently serves
as the executive director of the Christensen
Center for Vocation at Augsburg College.
Regent Emeritus Ron
Nelson ’68 was honored
with a Distinguished
Alumni Award at
Homecoming. He
retired from 3M after
33 years with the
company and spent 11
years as vice president
and controller. A captain for the baseball
and basketball teams at Augsburg, Nelson
was inducted into the Augsburg Athletic Hall
of Fame in 1991. He is one of the owners
of Thawzall, LLC, located in Alexandria,
Minnesota, and is a member of the board
of Oakdale-based Hearing Components,
Inc. Nelson lives in Mendota Heights,
Minnesota, and is an active member of
St. Stephen’s Lutheran Church. His wife,
Mary Kay (Belgum) Nelson ’68, passed away
in July after a courageous 11-year battle
with leukemia. They were blessed in their
ALUMNI AND ATHLETIC HALL OF FAME
AWARDEE PHOTOS BY JOHANNA KITZMAN ’11
marriage with a focus on faith and their
family, including daughters Kristy and Becky.
1971
Professor
Emeritus
and Retired Chair of the
Augsburg College Music
Department Robert
“Bob” Stacke ’71 was
honored with the Spirit
of Augsburg Award
at Homecoming. In
retirement, he pursues his passion for
photography and continues to be a guide
and mentor for music and arts alumni as
the leader of Bob’s Band, an ensemble
comprised primarily of Augsburg jazz band
alumni. Since 2001, he has volunteered at a
music camp in Haiti during his summers to
share the joy of music with children.
1972
Ray Yip ’72
received
the Distinguished
Alumni Award at
Homecoming. Yip is
an international public
health leader who has
had a significant impact
on global public health
in the areas of nutrition, maternal and child
health, HIV/AIDS, and tobacco control. He
has held positions with UNICEF, the Centers
for Disease Control, and the Bill and Melinda
Gates Foundation. Since 2015, he has
served as special advisor with a focus on
health and clean energy for bgC3, a thinktank and incubator founded by Bill Gates.
Yip lives in Beijing with his wife, Florence
Bannicq.
1983
Tim Schultz ’83 has been named
private client services market
leader for Arizona Bank & Trust, a division
of Heartland Financial USA, Inc. He most
recently served as regional wealth manager at
Johnson Bank and chief operating officer for
the western region of BMO Private Bank.
1987
Richard Bahr ’87 released
his book, “Amazed: Why the
Humanity of Jesus Matters,” in June. The
book provides a one-of-a-kind look at Jesus
through the lens of his humanity. Bahr and
his wife, Carla, operate the Threshold to
New Life ministry (threshold2newlife.org),
providing relief and restoration to homeless
persons. Bahr coordinates the volunteers
for a daily breakfast held at Minneapolis’
Salvation Army Harbor Light Center, which
serves more than 40,000 meals per year. His
blog can be found at richardbahr.com.
Amy Hyland Baretz ’87
had an outstanding
pitching career on the
Auggie softball team, an
accomplishment that
earned her induction into
the Augsburg Athletic
Hall of Fame. She set the
school record for career
victories, twice earned All-MIAC honors, and
was a member of an Auggie squad that won the
MIAC title and reached the NCAA Division III
national tournament in 1984. She also played
volleyball at Augsburg. Following graduation,
she became the owner of franchise businesses
in southern Wisconsin and northern Illinois.
SUBMIT A CLASS NOTE
Tell us about the news in your life—your new job, move,
marriage, and milestones. Visit augsburg.edu/now to
submit your announcements.
Fall 2016
27
ALUMNI CLASS NOTES
1988
Lee RoperBatker ’88
received the
Distinguished Alumni
Award at Homecoming.
She is president and
CEO of the Women’s
Foundation of
Minnesota, and she
has spent her career working to further
gender equality, create equal opportunities,
and build pathways to economic security
for women and girls. Roper-Batker founded
and serves on the executive committee of
Prosperity Together, a nonpartisan coalition
of public women’s foundations that, at the
White House in November 2015, publicly
committed $100 million to improve the
economic security of low-income women
and their families in America.
1990
Matt Staehling ’90 is the new
city administrator for St. Cloud,
Minnesota. He has served the city for 20
years, most recently as the city attorney.
1992
Augsburg
volleyball
star Tina (Kubes)
Peterson ’92 was a
dominant player in the
early ’90s, securing AllMIAC honors, earning
a season MVP nod,
producing impressive
numbers as an outside hitter, and serving
as a multi-year captain. Peterson, who was
inducted in the Augsburg Athletic Hall of
Fame, also was a member of the Auggie
women’s basketball team. Following her
graduation, Peterson has used her health
and physical education degree as a teacher
and coach. She has coached volleyball and
track athletes in Minnesota’s New LondonSpicer school district.
Joel Tveite ’92 was
inducted into the
Augsburg Athletic Hall
of Fame in recognition
of his successes on the
baseball, basketball, and
golf teams. Tveite was
an all-around talent for
Auggie baseball, pitching
and playing third base. On the mound, he set
school records with 28 complete games, 253
innings pitched, and 36 starts. He earned AllMIAC honors and was a team captain. Since
graduation, Tveite has worked in accounting
and management positions, and he has been
active in baseball and basketball leagues as a
player and coach.
for Entrepreneur of the Year at the TwinWest
Chamber of Commerce small business
awards luncheon. She was also a 2016
nominee for the Excellence in Leadership
Award at the I-94 West Chamber’s small
business awards breakfast. Candidates
were judged on business strategies, drive
for excellence, financial success, and
community involvement.
1993
Augsburg
Athletic
Hall of Fame inductee
Kevin Schiltz ’93 was
a dominant wrestler
for the Auggies in the
early ’90s who earned
three All-American
honors and qualified for
national tournament competition four times.
He was a MIAC champion in wrestling as well
as an offensive and defensive lineman for
Augsburg’s football team. Schiltz was a team
captain for both sports. Since graduation he
has worked in university athletics. Today he
serves Saint John’s University in Collegeville,
Minnesota, as a wrestling assistant coach and
department equipment manager.
Sharol Tyra ’92, professional certified coach,
certified professional co-active coach,
mentor, makeup artist, and president
of Life Illumination Coaching & Image
(lifeillumination.com), and a Lord of Life
Canticle Choir member was the 2016 finalist
Jodi (Divinski)
Walfoort ’93 received
recognition for her time
on the Auggie cross
country and track teams
when she was inducted
AUGGIE SNAPSHOTS
’08
’06
28
Augsburg Now
’09
ALUMNI CLASS NOTES
into the Augsburg Athletic Hall of Fame.
Walfoort competed in her first athletic season
in 1991 at the age of 25 when the Auggies
re-started the cross country program. She
made the most of her two years as a runner,
earning All-Region honors twice, and she
was voted a two-time MVP. After Augsburg,
Walfoort became an IT professional and went
on to start a commercial real estate company.
1994
Athletic Hall
of Fame
inductee Bill Gabler ’94
transferred to Augsburg
and competed in
wrestling, football, and
baseball. As an Auggie
wrestler, he twice earned
All-American honors,
won a MIAC championship, and was on the
program’s first NCAA Division III national title
winning team. He later served as an Augsburg
assistant coach who helped guide the Auggies
to two NCAA national championships.
In football, Gabler was a starting middlelinebacker, and in baseball he was the starting
shortstop. He has enjoyed a career in sporting
goods, fundraising, and corporate promotions.
1996
Robert
Anderson ’96
was the first Auggie
football player to
earn All-American
honors, and the former
’11
defensive lineman was inducted into the
Augsburg Athletic Hall of Fame this fall.
Some of Anderson’s athletic achievements
at Augsburg include setting school records
for sacks, being named a MIAC conference
lineman of the year, and serving as a cocaptain. Following his graduation, Anderson
has worked as a sales director for the
software industry in locations including
Australia, Austria, China, Germany, New
Zealand, and Singapore.
Athletic Hall of Fame
inductee Bill Kriesel ’96
is one of the top
defensive backs in
Augsburg football history.
He set a single-season
school record for
interceptions, was named
a team MVP on defense,
earned All-MIAC first-team honors, and served
as a co-captain. Following his graduation,
Kriesel played professional football in Germany,
earned his MBA, and served on the Augsburg
football coaching staff, among other roles.
Since 2013, he has worked as a defensive
coordinator and defensive backs coach at
Southwestern University in Georgetown, Texas.
Jodi Markworth ’96 was hired as the new
principal at Cedar Ridge Elementary in Eden
Prairie, Minnesota. She had been principal
at Sheridan Hills Elementary in the Richfield
(Minnesota) School District.
Hernan Moncada ’06 is the new principal
at Eagle Heights Spanish Immersion,
a K-6 elementary school in Eden Prairie,
Minnesota.
’06
Cyrus Batheja ’08, ’10 MBA threw out the
ceremonial first pitch at the Twins baseball
game on August 6. The Augsburg nursing grad
and Alumni Board member was given the honor
for his community work including homeless
outreach and assistance with UnitedHealth
Group, his family’s commitment to quality
disabled living situations, and his work on the Tix
for Tots advisory board.
’08
Former men’s basketball
player Jim South ’96
was inducted into the
Augsburg Athletic Hall
of Fame. South was
a four-year starter for
the Auggies, and he
holds Augsburg’s career
record for field-goal
percentage. He earned All-MIAC honors in
basketball three times and also played on the
Augsburg baseball team for three seasons.
Following graduation, South worked for CocaCola before obtaining a law enforcement
degree. He also is an active volunteer who
serves as an assistant coach for a high school
basketball team.
1997
Derrin
Lamker ’97
received Augsburg’s
Excellence in Coaching
Award in recognition of
his impressive career.
After quarterbacking
Augsburg’s football team
to a MIAC championship
and several of its best seasons in school
history, Lamker moved into teaching and
coaching. He served as head coach at
Osseo (Minnesota) High School for 11
years, winning three Northwest Suburban
Conference titles, two section championships,
and a Minnesota Class 6A state title. This
season he became the offensive coordinator
Brian Gullick ’09 and Matt Tonsager ’09
are custom woodworkers of furniture,
games, and décor. Their business is Gullton
Wood, and the pair created a set of Augsburg
College bean bag boards used at Homecoming
in September.
’09
Amy (Satnik) Bachman ’11 and her
husband, Blair, welcomed a baby girl,
Mackenzie Peach, on March 3.
’11
Fall 2016
29
ALUMNI CLASS NOTES
at Edina (Minnesota) High School, and he
also has coached basketball and baseball.
Dwayne Lowman ’00 has been
appointed to the inaugural
advisory board of Definitely Someday, a
nonpartisan firm that helps Minnesotans
prepare for a future run for political office.
Sweden, which was attended by Pope Francis.
Laudert says, “I am beyond thankful,
inspired, and thrilled at this opportunity. I
am incredibly grateful to the Metropolitan
New York Synod and my congregation for the
chance to do this. [I am] even more thankful
for our partnership in the gospel and the
ecumenical mission we share together.”
2004
2008
2000
Melissa “Mel” Lee ’04 has
taken the reins as interim head
softball coach during the 2017 Augsburg
College athletic season after serving as an
assistant with the program for the past 12
years. She will continue her duties as an
assistant athletic director and an instructor
in Augsburg’s health and physical education
program. In addition, as a member of the
National Fastpitch Coaches Association, Lee
is one of two 2016 recipients of the Mary
Nutter Scholarship. The educational grant
will fund Lee’s attendance at the 2016 NFCA
National Convention.
2006
Kyle
Loven ’06,
a Seattle-based
performance and visual
artist, was recognized
with the First Decade
Award at Homecoming.
His work combines
puppetry, projections,
objects, sound, and other art forms with the
human presence. Since moving to Seattle in
early 2009, Loven has created and toured
his original works. His shows have premiered
at venues such as the acclaimed Guthrie
Theater in Minneapolis and Seattle’s On the
Boards. Loven is the recipient of grants from
the Jim Henson Foundation and numerous
arts organizations based in Washington state.
2007
Wolfgang Laudert ’07 attended
the ELCA Grace Gathering this
summer and made a pilgrimage in October
to the Taizé community in France as the
result of receiving a leadership development
grant. His European trip ended on a journey
to the joint Lutheran-Catholic ecumenical
prayer service commemorating the 500th
anniversary of the Reformation in Lund,
30
Augsburg Now
Matthew Dunn ’08 received his
doctorate in sociology from the
University of California-Riverside in June. He
is married to Gabriela Oliva Dunn. They live
in Murrieta, California.
Sara Horishnyk ’08 earned a master’s degree
in arts and cultural management from Saint
Mary’s University of Minnesota and is now
working at Twin Cities Public Television.
2012
Angelica Erickson ’12 graduated
from Saint Mary’s University of
Minnesota with a master’s degree in arts and
cultural management. Her thesis was, “Every
Child is a Work of Art: Helping Children Heal
through the Arts after Multiple Traumatic
Experiences.”
Andrew Fox ’12 is the new manager of the
180-year-old Mendota, Minnesota, home
of Henry Hastings Sibley, Minnesota’s
first governor. Fox is the point person in
a partnership between the Minnesota
Historical Society and the Dakota County
Historical Society. The state will own and
preserve the Sibley site, while the county will
staff and operate the three restored houses
on the property. Fox studied medieval
history at Augsburg.
Kimberly Simmonds ’12, with the MonDak
Heritage Center in Sidney, Montana, coauthored the book, “Sidney,” in Arcadia
Publishing’s Images of America series.
2013
Anthony Gore ’13, Steven
Schwartz ’13, Ryan Bachman ’14,
and Shea Drenkow ’14, all members of the
Minneapolis-based band Porno Wolves,
recorded the live album “Young Moon Rising”
on a cold evening last winter. The friends
formed the rock ’n’ roll band in 2012.
2015
Riley Hunter ’15 has a new
position as assistant service desk
analyst in the IT department at Securian
Financial Group in downtown St. Paul.
GRADUATE PROGRAMS
Derek Nord ’04 MSW is the new director
of the Indiana Institute on Disability and
Community at Indiana University. Nord
previously was associate director of the
Research and Training Center on Community
Living, part of the University of Minnesota’s
Institute on Community Integration.
Dr. Amit Ghosh ’12 MBA placed third
in the 2016 District 6 Toastmasters
International spring convention held in April
in Minneapolis. Ghosh competed in the
international speech category. District 6 is
comprised of 290 clubs and 5,000 members.
It serves most of Minnesota and southern
Ontario, Canada.
Jeremiah Dagel ’15 MPA has joined the urgent
care department at the Essentia Health Saint
Mary’s Detroit Lakes (Minnesota) Clinic. As
part of the urgent care team, Dagel will treat
medical conditions that require immediate
attention but that are not life-threatening.
AUGGIES HONORED
Karim El-Hibri was
recognized with the
First Decade Award
at Homecoming. He
is a strategic advisor
and founding board
member of the El-Hibri
Foundation, which
focuses on peace
education and interfaith cooperation through
grants and awards that recognize leadership,
and programs that promote learning and
inclusion. He holds a BA in international
relations from the American University School
of International Service, and graduated from
the StepUP® Program at Augsburg. El-Hibri
lives in the Washington, D.C., metropolitan
AUGGIE SNAPSHOTS
area with his wife, Carley, and two children, Roula
and Sami.
Norman and Evangeline Hagfors
received the Spirit of Augsburg
Award at Homecoming in
recognition of their leadership
in the campaign for the
Center of Science, Business,
and Religion. As community
leaders and longtime friends of
Augsburg, the Hagfors embody
Augsburg’s faithfulness to education grounded in
the Lutheran faith and relevant to the evolving needs
of our students and the world. Norman served as
an Augsburg College Regent from 1989-2001,
providing active participation during a critical stage
of the College’s growth. In October 2005, he was
re-elected to the Augsburg Board of Regents. A
chapel on the third floor of the new building will
be named for Evangeline’s father, the Rev. Elnar
Gundale ’33, who graduated from Augsburg College
and Augsburg Seminary and went on to serve as a
pastor in the Lutheran Free Church and ELCA.
Heidi Kammer-Hodge ’00 MSW joined Jackson
Recovery Centers in Sioux City, Iowa, as a
vice president and chief operating officer. KammerHodge’s position at Jackson comes after serving
at Resource in Minneapolis for the past 17 years,
where she held many leadership roles, most recently
as a vice president.
’07
’00
’00
’08
’14
On July 23, Brett Cease ’07 married Julia
Besser in Grand Portage, Minnesota. Auggies
in the wedding party included [L to R]: Micah
Erickson ’07, Chris Swanson ’07, Eriks Dunens ’06,
and Lava K.C. ’07.
’07
Brian Krohn ’08 and Kari Aanestad ’08
welcomed a baby girl, Seora Eileen Aanestad
Krohn, on May 11.
’08
Five Auggies received their white coats this
fall as part of the incoming University of
Minnesota Medical School class. Congratulations
to [L to R]: Anna Weitz ’14, David Bergstrand ’14,
Michelle Grafelman ’15, Mahad Minhas ’12, and
David Fowler ’14.
’14
’15
Laura (Swanson) Lindahl ’15 MBA and David
Lindahl were married May 21 in Dellwood,
Minnesota.
’15
31
In memoriam
Philip A. Horne ’40, San
Rafael, California, age
99, on August 7.
Paul S. Paulson ’49,
Spokane, Washington,
age 87, on June 12.
Robert D. Goodrich ’57,
Big Lake, Minnesota,
age 83, on April 22.
Ruth C. (Kveen)
Rydquist ’40, Fargo,
North Dakota, age 98,
on July 23.
Idelle S. (Nornes)
Bagne ’50, Detroit
Lakes, Minnesota,
age 89, on May 6.
Judith A. (Sather)
Suther ’57, Totowa,
New Jersey, age 80,
on May 18.
Lila A. (Israel) Erickson ’41,
Minneapolis, age 97,
on May 20.
Charlotte A. (Ellingson)
Ennen ’50, Dublin, Ohio,
age 88, on May 17.
Philip H. Johnson ’60,
Belleville, Wisconsin,
age 79, on June 20.
Morris E. Ulring ’42,
Minneapolis, age 95,
on February 5.
Kenneth A. Hengler ’50,
Eagan, Minnesota,
age 91, on May 19.
Ernest I. Knutson ’43,
Spooner, Wisconsin,
age 95, on May 21.
John T. Garland ’51,
Saint Paul, age 86,
on August 26.
Ronald H. Stanley ’60,
Balsam Lake,
Wisconsin, age 78,
on July 22.
Gloria (Burntvedt)
Nelson ’43, Minneapolis,
age 94, on June 21.
Olive L. (Nilsen) Zoller ’51,
Marine On Saint Croix,
Minnesota, age 87, on
July 30.
Kenneth A. Gilles ’44,
Scottsbluff, Nebraska,
age 94, on June 2.
Ralph W. Hofrenning ’45,
Fargo, North Dakota,
age 94, on May 31.
32
Rebecca “Becky” A.
(Skonnord) Johnson ’52,
Valley City, North
Dakota, age 86,
on April 26.
Lois M. (Black) Ahlbom ’47,
Saint Paul, age 91,
on May 9.
Mildred R. (Zustiak)
Baerg ’53, Anoka,
Minnesota, age 85,
on July 15.
Myrtle C. (Skurdal) Bar ’49,
Williston, North Dakota,
age 91, on August 19.
Edmund R. Youngquist ’53,
Northfield, Minnesota,
age 91, on May 30.
Augsburg Now
Phyllis E. (Ebrenz)
Wagner ’60,
Minneapolis, age 78,
on July 11.
Theodore “Ted” P.
Botten, Jr. ’61,
Rochester, Minnesota,
age 77, on June 29.
Jacob “Jack” A.
Mayala ’61, Kimball,
Minnesota, age 77, on
June 12.
John D. Heruth ’62,
Rochester, Minnesota,
age 75, on June 25.
David L. Faust ’63, Green
Isle, Minnesota, age
76, on May 30.
Elaine L. (Legaarden)
Swanson ’63, Maitland,
Florida, age 75, on
May 14.
Dolores A. (Sheppard)
Carrico ’74, Wyoming,
Minnesota, age 86, on
March 8.
Linda L. (Benson)
Pederson ’64, Frederic,
Wisconsin, age 75, on
June 23.
Audrey C. (Jorgensen)
Hanson ’77, Lewiston,
Idaho, age 90, on
March 21.
Gary M. Ellis ’65,
Hendricks, Minnesota,
age 74, on June 27.
Scott A. Hugstad-Vaa ’77,
Apple Valley, Minnesota,
age 60, on June 2.
Michael J. Marcy ’65,
Minnetonka, Minnesota,
age 73, on June 16.
Paula A. (Beckley)
Beckley-Gildner ’78,
White Bear Lake,
Minnesota, age 65,
on June 8.
Larry D. Cole ’66,
Minneapolis, age 73,
on May 18.
Mary Kay (Belgum)
Nelson ’68, Mendota
Heights, Minnesota,
age 69, on July 18.
Christine A. (Toedt)
Olson ’70, Delano,
Minnesota, age 67,
on June 6.
Donald F. Deming ’71,
Fort Mill, South
Carolina, age 69,
on June 14.
Lillian M. (Sedio)
Mattson ’71, Excelsior,
Minnesota, age 67,
on August 1.
Marian T. (Jauquet)
Finger ’83, Baraboo,
Wisconsin, age 89,
on April 5.
Scott E. Herceg ’00,
Minneapolis, age 44,
on August 12.
Cynthia L. (Cramer)
Reed ’11, Rochester,
Minnesota, age 59,
on August 18.
Assistant Professor of
Music Douglas Diamond,
Minneapolis, age 59,
on May 27.
The “In memoriam” listings in this publication
include notifications received before September 19.
IT PAYS TO BE AN AUGGIE
ALUMNI DISCOUNT
Doctor of Nursing Practice
Master of Arts in Nursing
Master of Arts in Education
Master of Arts in Leadership
Master of Business Administration (MBA)
Master of Fine Arts in Creative Writing
Master of Music Therapy
Master of Science in Physician
Assistant Studies
Master of Social Work
augsburg.edu/grad/discount
GRADUATE PROGRAM TUITION DISCOUNT FOR ALUMNI
Many of Augsburg College’s current graduate students
are alumni who earned their first degree at Augsburg
and returned to pursue further education. Become
a part of this growing group and take advantage of
our Alumni Tuition Discount—a savings of $80 per
credit! Auggie graduates who’ve earned a bachelor’s,
master’s, or doctoral degree from Augsburg qualify for
this alumni discount.
gradinfo@augsburg.edu | 612-330-1101
PHOTO BY RICKY TAYLOR ’17
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Pedestrians take priority
This fall, Open Streets Minneapolis allowed community members to stroll, skate, and cycle on roads closed to cars near Augsburg’s
campus. Open Streets events held across the city throughout the summer promoted healthy living, local business, sustainable
transportation, and civic pride. As an anchor institution in the Cedar-Riverside neighborhood, Augsburg used the celebration to
further its commitment to place-based community building, organizing live music and a fashion show for attendees to enjoy.
Show less
Beyond the scoreboard
National champion to local hero
Leadership and conflict
CARVING WAY
THE
FORWARD
SUMMER 2016 | VOL. 78, NO. 3
INSIDE
AUGSBURG NOW
AUGSBURG NOW
Vice President of Marketing
and Communication
Rebecca John ’13 MBA
rjohn@augsburg.edu
Summer 2016
Director of News a... Show more
Beyond the scoreboard
National champion to local hero
Leadership and conflict
CARVING WAY
THE
FORWARD
SUMMER 2016 | VOL. 78, NO. 3
INSIDE
AUGSBURG NOW
AUGSBURG NOW
Vice President of Marketing
and Communication
Rebecca John ’13 MBA
rjohn@augsburg.edu
Summer 2016
Director of News and
Media Services
Stephanie Weiss
weisss@augsburg.edu
NOTES FROM PRESIDENT PRIBBENOW
On thoughtful stewardship
Director of Marketing
Communication
Stephen Jendraszak
jendra@augsburg.edu
Communication Copywriter
and Editorial Coordinator
Augsburg’s mission statement says that we
educate students to be “thoughtful stewards”
as well as “informed citizens, critical thinkers,
and responsible leaders.”
I imagine some may read “thoughtful
stewards” and think about church fundraising
campaigns or care for the environment, the
typical places we consider stewardship—and
both important causes!
At Augsburg, though, thoughtful
stewardship is a much more compelling
claim. It goes beyond simple acts of giving
or environmental care. It is a way of living,
an ethic that teaches us how to live in the
world. And it is at the heart of an Augsburg
education—from how we engage students with
the community to help them discern their gifts
and gain a holistic understanding of the needs
of our world (see page 16) to the deep listening
and conversation we embed in our classes, such
as in the Master of Arts in Leadership course
that was integrated with this year’s Nobel Peace
Prize Forum (see page 20).
Also in this issue of Augsburg Now, you will
read about the genuine privilege I had to deliver
a major address on stewardship to Cargill
employees worldwide.
In that address, I said: “… stewardship
involves a practice of standing up, speaking
up in a manner that reflects—and makes
clear—our values. The challenge for the good
steward—as a parent or manager or citizen—is
to pursue practices that help connect us with
the deeply held values and commitments that
characterize our personal and corporate lives.
“The truth is that many people do not think
about the reasons for their actions. They act,
and they expect others to accept their action
at face value. But good stewardship demands
reflection, then the courage to act based on our
convictions, and to do so overtly so that we are
publicly accountable for how our actions reflect
our values. Only in that link is there integrity in
human life.”
At Augsburg—as reflected in the stories
that follow in these pages—we educate
students to embrace their many gifts, to
understand the obligations they have to
steward those gifts, and to appreciate the
important work of taking a stand for the values
and commitments that honor the gifts and
contributions of each of us.
Thoughtful stewardship—a way of life
for all of us. I give thanks for a teaching and
learning community that is blessed with and
inspired by our remarkable legacy and mission.
I give thanks for the privilege of being a faithful
steward of all the gifts that make Augsburg
such a rare place.
Faithfully yours,
Laura Swanson Lindahl ’15 MBA
swansonl@augsburg.edu
Creative Associate
Denielle Johnson ’11
johnsod@augsburg.edu
Marketing Copywriter
Christina Haller
haller@augsburg.edu
Production Manager
Mark Chamberlain
chamberm@augsburg.edu
Photographer
Stephen Geffre
geffre@augsburg.edu
Advancement Communication
Specialist
Jen Lowman Day
dayj@augsburg.edu
Contributor
Ryan Nichols ’16
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.
PAUL C. PRIBBENOW, PRESIDENT
Nobel Peace Prize Laureate Kailash Satyarthi brought energy and passion
to the 2016 Nobel Peace Prize Forum sponsored by Augsburg College.
Following three days of dialogue on peacebuilding, he and his wife,
Sumedha Kailash, joined Forum attendees in a Bollywood-style dance
party for the conference’s finale.
02 Around the quad
20
Leadership and conflict
08
From national hampion to local hero
23
Auggies connect
14
Beyond the scoreboard
27 Class notes
16
The city: Course content and classroom
32 In memoriam
ISSN 1058-1545
Send address corrections to:
alumniupdate@augsburg.edu.
On the cover: Construction crews work on the footings for the main lobby of the Norman and
Evangeline Hagfors Center for Science, Business, and Religion, an interdisciplinary building
that will open in 2018, anchoring the west side of the Augsburg College campus. See page 2.
Email: now@augsburg.edu
All photos by Stephen Geffre unless otherwise indicated.
FROM THE
GROUND
THIS BUG’S-EYE VIEW captures the April 2016 groundbreaking ceremony for Augsburg’s Norman and Evangeline Hagfors Center for
Science, Business, and Religion. The celebration included hundreds of Augsburg College alumni, students, donors, neighbors, and
faculty and staff members, as well as city and county officials. The new academic building is slated to open in January 2018.
2
Augsburg Now
Pictured [L to R]: Outgoing Augsburg College Board of Regents Chair Dr. Paul Mueller ’84, Hennepin County Commissioner Peter McLaughlin, Naming Gift
Donors Evangeline Hagfors and Norman Hagfors, Augsburg College President Paul C. Pribbenow, National Fundraising Campaign Chair Michael Good ’71,
Augsburg College Provost Karen Kaivola, and 2015-16 Day Student Body President Duina Hernandez ’16.
Summer 2016
3
AROUND THE QUAD
$50,000 grant funds
RECYCLING PROGRAM EXPANSION
Student-faculty-staff collaboration improves campus sustainability
D
A
U
Q
E
H
T
D
N
U
O
AR
NEW RESIDENTS
HONORING
Retiring Faculty
SET MEMORIAL HALL
KATHY ACCURSO
ABUZZ
Instructor, Department of Education—
with the College since 2012
KATHERINE BAUMGARTNER
Assistant Professor, Department of
Nursing—with the College since 2005
Hives installed to bolster honey bee population
RONALD FEDIE
It has been decades since the last students moved out
of Memorial Hall; the dormitory was converted to
office space in the late 1960s. However, a new
group of inhabitants moved in this spring when
The Beez Kneez organization installed beehives on
the building’s rooftop as part of an urban apiary
partnership program. Augsburg joined the program
to further the College’s commitment to environmental
stewardship and to creating green spaces within the city.
Recently, honey bee populations have been decreasing
due to parasites and the misuse of pesticides. The on-campus hives
will help rebuild the local population and pollinate Augsburg’s plant
life. Those worried about getting stung can rest easy—honey bees are
not aggressive and will not sting unless threatened.
4
Augsburg Now
Professor Emeritus, Department of
Chemistry—with the College since 1996
FEKRI MEZIOU
Professor Emeritus, Department of
Business Administration—with the
College since 1987
VICKI OLSON
Professor Emerita, Department of
Education—with the College since 1987
CELEBRATING
STUDENT
Augsburg College can boost its efforts to divert organic and compostable
items from trash and other recycling thanks to a $50,000 recycling grant
from the Hennepin County Environment and Energy Department. The
funding will be used to purchase indoor and outdoor bins, rolling carts,
and signage to foster increased composting of organic material and the
proper disposal of mixed recyclables.
Go to augsburg.edu/green to learn about
Augsburg’s Environmental
Augsburg’s commitment to offering
facilities that are welcoming, sustainable,
Stewardship Committee, Facilities and
and designed for educational excellence.
Custodial staff, and the Augsburg Day
Student Government’s Environmental Action Committee collaborated to
submit the grant proposal.
“Thousands of people touch the campus in some way during the
course of one year,” said Amber Lewis ’17 MAE, an Environmental
Stewardship Fellow who supports on-campus sustainability initiatives.
“In addition to students, faculty, and staff, guests join our community
for graduation ceremonies, sporting events, performances, convocations,
summer camps, conferences, and workshops. This presents us with an
opportunity to share a clear message about the importance of recycling
in our community.”
SUCCESS
Read about the wide range of prestigious academic
achievements and awards earned by Auggies during
the 2015-16 year at augsburg.edu/now.
AUGSBURG EXHIBITION
SHINES in Guerrilla Girls
Twin Cities Takeover
World-renowned feminist art activists the Guerrilla
Girls recently “took over” Minneapolis and St. Paul
to celebrate their 30th anniversary. Augsburg
College was among more than two dozen arts and cultural institutions that
hosted exhibits and events highlighting gender and race inequalities and
promoting artistic expression.
The Guerrilla Girls, who wear gorilla masks and use the names of famous
female artists as pseudonyms, were on campus for the opening reception
of “Reconfiguring Casta,” a site-specific installation for the Christensen
Center Art Gallery. Combining prints and paintings, artist Maria Cristina
Tavera addressed the social concept of race and the issue of socio-racial
classifications. Tavera, known on campus as “Tina,” also serves as the director
of Augsburg’s McNair Scholars program, which seeks to increase graduate
degree awards for students from underrepresented segments of society.
Augsburg College President Paul C. Pribbenow delivered
the keynote address for Cargill’s annual ethics week this
spring. Pribbenow is recognized as one of the nation’s
most engaging commentators and teachers on ethics,
philanthropy, and American public life. His talk, “Promises
to Keep: An Ethic of Stewardship,” reached Cargill
employees located in Minneapolis and around the world.
Summer 2016
5
AROUND THE QUAD
ON THE SPOT
What does it mean to matter? What does it look like to matter?
With the Black Lives Matter movement, questions of racial equity have ignited important—and difficult—
conversations in communities and courtrooms, on political campaign trails, and on college campuses.
Augsburg College Professor William “Bill” Green studies and writes about history and law. His most recent book,
“Degrees of Freedom: The Origins of Civil Rights in Minnesota, 1865–1912,” chronicles conditions for African American
Minnesotans and others in the half-century following the Civil War. Today, Minnesota and the nation are very different
than they were in the postbellum period that Green examined, but tightly woven threads unite contemporary events with
those occurring more than a century earlier.
COMMENCEMENT 2016
Students of color, award winners, and former KARE 11
anchor stand out at graduation
Augsburg College celebrated students completing degrees
in the traditional undergraduate, adult undergraduate, and
graduate programs through commencement ceremonies
held April 30. The 2016 traditional undergraduate class is
the most diverse in the College’s history and comprised of
more than 42 percent students of color.
Commencement keynote speaker Michael Botticelli,
director of the White House Office of National Drug
Control Policy, addressed ceremony attendees and
was awarded an honorary doctorate. Michael Good ’71
also was awarded an honorary degree in recognition of
his service to the College. Eleanor Barr ’16 earned the
Marina Christensen Justice Award, and Kim Chisholm ’16
received this year’s Richard Thoni Award, recognizing
exceptional contributions to their communities.
Teaching and learning
award winners
Augsburg recognizes individuals or
groups who have made exemplary
contributions to creating an
engaging academic learning
environment. The 2016 recipients
of the Distinguished Contributions to
Teaching and Learning awards are:
Teaching
Former KARE 11 News anchor Diana
Pierce ’16 MAL earned her Masters of
Arts in Leadership and participated in
commencement this spring.
“The program at Augsburg gave
me exactly what I wanted to add to my
skillset for a new adventure,” Pierce
said on KARE 11 in April.
Joe Underhill, associate professor of
political science
Research
Michael Lansing, associate professor
and History Department chair
Service
Dulce Monterrubio, director of Latin@
Student Services
6
Augsburg Now
Q:
What prompted your interest in
studying the history of African
Americans in Minnesota?
A:
In 1860, a slave woman was freed
in a Minneapolis courtroom. In the
aftermath, citizens in the communities of
St. Anthony and Minneapolis for days walked
the streets eyeing their neighbors, waiting for
the smallest provocation to spark violence.
We were on the verge of seeing our own
little civil war erupt in Minnesota over the
issue of slavery. Ultimately, Minnesotans’
attention was averted by news of the
Confederate bombardment of the federal
installation of Fort Sumter. Upon hearing the
news, Minnesota was the first state to send
volunteers into the Union Army. Seven years
later, it would be the first state to extend
voting rights to black men, pre-dating the
ratification of the 15th Amendment. I felt
compelled to understand this dynamic.
Q:
When Minnesota granted suffrage
to people who are black, what
implications did this have in citizens’ lives?
ELCA college conference
Students, faculty members, and staff from two dozen
colleges and universities affiliated with the Evangelical
Lutheran Church in America came together this summer
as Augsburg hosted the annual Vocation of a Lutheran
College Conference. The event featured a partnership with
Interfaith Youth Core—an organization renowned for uniting
young people of different religious and moral traditions for
dialogue around shared values. IFYC Founder Eboo Patel [pictured speaking] discussed
the colleges’ role in preparing students for life in a religiously diverse world.
‘Degrees of Freedom’ in
Minnesota’s past and present
A:
[L to R]: Michael Lansing, Dulce Monterrubio,
and Joe Underhill.
In a practical sense, the implications
were non-existent. There simply
weren’t enough black voters in Minnesota
to influence political leaders or affect
public policy. Symbolically, however, during
a time of mounting economic dislocation
coupled with the spread of white supremacy,
it raised the bar, not just in terms of the
broader virtue of racial equality, but, more
fundamentally, stressing the need for true
leadership that called on ordinary people to
overcome their baser instincts and choose to
act with common decency.
Q:
And yet you’ve said that race is
“written between the lines” of early
Minnesota history, rather than spoken
about directly. What do you mean?
A:
The fact that the black population was
so small made it easy for historians
and opinion makers to draw rosy pictures
of racial exceptionalism without needing
to be checked by a more balanced reality.
Without the “significant other” whose
history was hidden in footnotes, it became
easy to believe what one wanted to believe.
But could it really be true that Dred Scott
was the only slave to live in Minnesota?
Could Frederick Douglass be the only
African American to be denied service
in a prestigious hotel in St. Paul, even
though the proprietor was a friend of his
and an officer in the Union Army? Could
the paucity of discrimination lawsuits in
the 19th century really mean there was no
discrimination in restaurants and taverns?
Q:
Today’s Black Lives Matter movement
involves participatory democracy—
participation by many and with more
diffuse leadership than the civil rights
movements of the 1960s. When you look
at the Black Lives Matter movement, what
strikes you, considering the lens through
which you write your books?
A:
In 1965 when the civil rights
movement pressed for voting rights,
the powerful symbolism of Martin Luther
King and Malcolm X joining forces placed
pressure on the President of the United
States to shepherd through Congress the
Voting Rights bill and sign it into law.
Federal protection of the right to vote
was a moral issue. But it was the union
of two leaders who embodied opposing
approaches to advancing civil rights that
heightened a sense of urgency to enact
the bill. The moral: As long as there are no
“inside”-“outside” forces simultaneously
working for the same clearly defined issue,
advocates on either side of the spectrum
can be marginalized and eventually
dismissed. I don’t see a rival force to Black
Lives Matter that is pushing for the same
ends but through different means. This
isn’t the fault of BLM, but the absence of
a “significant other” should be a concern
to them, nonetheless. History can only
provide suggestions on how or even
whether to proceed.
The Minnesota Book Awards honored Green with
the 2016 Hognander Minnesota History Award.
Go to augsburg.edu/now to learn more
about Green’s research.
Summer 2016
7
Devean George ’99 was the first NCAA Division III player ever selected in
the first round of the NBA Draft—and he played professionally for more
than a decade. Now retired from basketball, he’s gone back to his roots
to help revitalize the Minneapolis neighborhood where he grew up.
BY CHRISTINA HALLER
8
Augsburg Now
November 3, 1999. The Los Angeles Lakers are debuting in their brand new home,
the Staples Center, with an unveiling ceremony followed by a game against the
Vancouver Grizzlies. A crowd of 20,000 fans is packed inside, waiting for NBA stars
Kobe Bryant or Shaquille O’Neal to make opening remarks.
But instead, the Lakers players decide to encourage their newest rookie to
address the crowd. The lights go down, and all becomes still. In less than 30
seconds, it’s go time.
“No, guys, don’t make me do this! I don’t know what to do,” whispers a
22-year-old Devean George ’99. But his pleas were met with laughter.
“I just remember shaking in my boots. There are tens of thousands of people
here, and I’m going to be out at center court—all eyes on me,” recalls George. “So I
get out there, and it just clicked. It was easy.”
George credits his education in communication studies from Augsburg for
helping to prepare him for that life-changing moment, as well as all of his public
speaking engagements from that point forward.
“As an NBA player, you have a camera with that big, red light in front of your
face every day,” George said. “You have to know how to conduct yourself and
communicate effectively. And all those communication classes I took at Augsburg
come into play.”
After high school, George enrolled at Augsburg assuming he would play basketball
for the Auggies, earn a degree, and find a job in business. But his “hoop dreams”
became a reality pretty early on in his Augsburg career.
“When I recruited Devean, he was about
6'2" and 170 pounds,” said former Augsburg
basketball coach Brian Ammann ’85. “Fortunately
for Devean, he grew about five inches and put on
50 pounds by his sophomore year. And his hard
work paid off in big ways.”
George was the first NCAA Division III player
ever selected in the first round of the NBA Draft.
He was the 23rd overall pick in 1999, chosen by
the Los Angeles Lakers—one of the most storied
franchises in NBA history.
George is now retired from the NBA after playing
11 seasons and becoming only the seventh player
in history to win a league championship in each of his first three seasons. He has since
found a successful career in real estate development and a passion for giving back.
George played for the Los Angeles Lakers from 1999 to 2006.
In 2006, he signed with the Dallas Mavericks and played in
Texas until 2009. He then joined the Golden State Warriors in
Oakland, California, in 2009 until his retirement in 2010.
George was raised by devoted, hardworking parents in the Willard-Hay neighborhood
of north Minneapolis and still calls the Twin Cities home — a place he loves for its
friendly people and four seasons. His current work focuses on helping to improve his
childhood community.
10
Augsburg Now
Summer 2016
11
After George joined the NBA, he started volunteering his time in schools and
after-school programs. He noticed many of the children he visited didn’t have
stable housing, which significantly affected their security and education.
“That’s when I decided helping kids and families would be the foundation of
what I do,” said George, who has two young sons. He founded Building Blocks,
a nonprofit organization committed to providing quality housing, community
development, and programming for youth and families.
“If you don’t have stable housing, you’re not going to care about schooling,
safety, or eating healthy. If we get those families into stable housing, then they
can focus on those other things,” George said.
George’s first affordable housing project opened this spring—The Commons at
Penn in north Minneapolis, an income-restricted, 47-unit workforce apartment
building that also includes an on-site health and wellness facility, an after-school
program, a fitness center, a toddler playground, and a grocery store.
Long-term, George would like to help create a more family-friendly community
in north Minneapolis—a community that provides greater amenities for its
residents. So far, The Commons at Penn has been a successful addition to the
neighborhood.
“[The] Commons at Penn achieves multiple city goals: creating new, highquality, affordable housing options [and] increased residential density along a
key commercial and transit corridor, and bringing in commercial activity and
services,” said Andrea Brennan, director of Housing Policy and Development for
the City of Minneapolis. “This project sets us on a promising course to continue
development at this important north Minneapolis node.”
George is planning phase two of The Commons at Penn, which will go up
right across the street from the existing mixed-use building. He also is developing
housing complexes in South Carolina and Louisiana, and has been contacted by
fellow professional athletes who would like to see a change in the neighborhoods
where they were raised.
In addition to literally helping build a solid foundation for families through stable
housing, George also helps build a strong foundation for young people through
mentorship programs like Read to Achieve.
“The kids think that [NBA players] are not human beings because we know
how to play basketball,” said George. “If I can tell a kid to go to school and not to
do drugs, and just because I can play basketball he’ll listen to me, I’m going to
try to use that to my advantage.”
George is also busy instilling the values of compassion and service in his own
two sons, ages 7 and 4. For starters, they learn to share by donating their toys to
kids who otherwise wouldn’t have any.
“They’re still young, but I started teaching my boys early on a way of giving
and understanding. I explain to them that this [lifestyle] isn’t normal; they’re in
a blessed situation,” George said. “I’ve been able to achieve a lot of things. But I
know I’ve had a lot of help along the way.”
12
Augsburg Now
WORKFORCE HOUSING offers reduced rent to people who are gainfully employed (and don’t qualify as low-income), yet still struggle to afford market-rate housing.
It’s explained by the Urban Land Institute as housing that is “affordable to families earning 60 to 100 percent of area median income.” Workforce housing commonly is
targeted for essential workers in a community, such as police officers, firefighters, teachers, social workers, and nurses.
Summer 2016
13
BY STEPHEN GEFFRE AND LAURA SWANSON LINDAHL ’15 MBA
THE CITY:
COURSE CONTENT
AND CLASSROOM
Each semester, painting and drawing classes typically occur in what originally was an Augsburg
College chapel. Old Main 100 is an inspiring place with 25-foot ceilings and soaring windows.
On-campus studios offer focused spaces for students to learn about visual art media, methods, and
creative expression. For 25 years, Associate Professor and Art Department Co‑Chair Tara Sweeney
has taught foundational drawing principles in Old Main with what she calls “as few spectators
and distractions as possible,” and in recent years she also has led short-term international travel
courses in which students develop the same skills without the support of a traditional studio.
This spring, Sweeney and her Minneapolis-based students traveled close to home as they
stepped beyond the boundaries of the campus studio, choosing to forgo a controlled setting to
embrace learning opportunities present in public areas that are as complex and challenging as they
are diverse.
“Instead of creating a still life with the same old props, I utilized the city as subject matter
and classroom,” Sweeney said. “Students were as actively engaged in creative placemaking as
they were in making drawings — effectively shaping the physical and social character of whatever
neighborhood, museum, coffee shop, or landmark we chose as a drawing site.”
A CORE CHALLENGE
In the article “The Power of Experiential Education,” nationally recognized education scholar and
professor Janet Eyler noted that a central challenge for liberal arts educators like Sweeney—and
indeed the entire Augsburg College faculty—is to “design learning environments and instruction
so that students will be able to use what they learn in appropriate new contexts.” That is, to
successfully “bridge classroom study and life in the world and to transform inert knowledge into
knowledge-in-use.”
In a drawing course, for instance, students develop technical skills while exploring individual
subject matter and creative expression. It is perhaps the latter of these elements that came into
clearer focus when Sweeney took her students out in the community.
The artists “made connections with strangers and learned things about themselves in the
process,” Sweeney said. They become comfortable creating art in the midst of daily life and
finished the course with “real skills and the right tools to continue drawing wherever they find
themselves and wherever inspiration finds them.”
JUST A GLIMPSE
At Augsburg, students across disciplines and degree programs benefit from faculty instruction that
integrates experiential learning opportunities with traditional instructional methods, thereby linking
course concepts with real-world applications. The pages that follow offer a glimpse at a small
sample of the faculty and students who use Minneapolis as their classroom.
16
Augsburg Now
Johanna Goggins ’16 works on a sketch
in the solarium at the American Swedish
Institute in Minneapolis.
Summer 2016
17
ARTS AND THE CITIES
ENVIRONMENTAL SCIENCE
ENV 120:
Students clad in safety gear and
earplugs to dampen the deafening
noise weave their way through a Eureka Recycling processing
plant. Environmental Science focuses on understanding and
resolving problems humans have created in the natural world.
The course includes hands-on learning opportunities that
make complex scientific concepts more approachable and
applicable for students.
“The city is the perfect place for these types of
experiences to happen—it’s all right at our fingertips: a
wastewater treatment plant, power plant, recycling center, and public transit,” said Assistant
Professor of Biology and Environmental Studies Emily Schilling. “We can observe the detrimental
effects humans are having on the environment, and we also can see some of the ways we are trying
to mitigate that impact.”
MIS 375:
HON 230:
Students in Augsburg College’s Honors Program join
Minnesota Orchestra performers onstage following a symphony
event at Orchestra Hall. As an interdisciplinary course, “Arts and the Cities”
unites film, music, theater, and visual art — offering students the chance to peruse
Picassos, soak in Shakespeare, and mingle with musicians. Together, students and
teachers explore the role of the arts in a culturally dynamic urban setting.
“Students enjoy the experiential nature of this course,” said Associate Professor
of Music Merilee Klemp ’75. “They often comment that it presents them with
opportunities that they would not have on their own and deepens their understanding
of the role of the arts in their lives long after the course is over.”
18
Augsburg Now
E-COMMERCE
Students speak with
Abdirahman Mukhtar,
a youth program manager at Pillsbury
United Communities’ Brian Coyle Center.
Mukhtar oversees the Sisterhood Boutique,
a secondhand clothing store that serves
as a training ground for young women to
learn about entrepreneurship, business,
community partnerships, and sustainable
fashion. Through their discussions with
Mukhtar, the Auggies began to apply some
of their fundamental course concepts in a
real-world setting.
Summer 2016
19
2016 NOBEL PEACE
PRIZE FORUM
LEADERSHIP
& CONFLICT
BY REBECCA JOHN ’13 MBA
2014 Nobel Peace Prize Laureate Kailash Satyarthi shared his vision for global compassion during the Nobel
Peace Prize Forum. More than 300 students, academics, activists, and thought leaders participated in three
days of discussion and presentations to advance peacebuilding.
O R G A NI ZI NG PA RT N E RS
20
Augsburg Now
MED IA SPO N SO R
GRADUATE STUDENTS STUDY
GLOBAL COMPASSION AT THE 2016
NOBEL PEACE PRIZE FORUM
Conflict is a pervasive characteristic of
human interaction.
This is the opening line of the summer
syllabus for Augsburg College’s Master of
Arts in Leadership course, “Navigating
Local & Global Conflict: Interfaith
Dimensions.” The statement underscores
how important it is for leaders to develop
the ability to navigate and inspire others
in the face of conflict and sets the stage
for the work of analyzing leadership in the
context of real-world situations.
By design, the course is integrated with
the annual Nobel Peace Prize Forum, for
which Augsburg is the host sponsor.
“The Nobel Peace Prize Forum is a
gem,” said history and leadership studies
professor Jacqueline deVries. It’s a oneof-a-kind event that allows students to
learn through direct engagement about
the contexts and complexities involved
in conflict. deVries, who also serves as
director for Augsburg’s general education
program, co-taught the course with Martha
Stortz, Bernhard M. Christensen Professor
of Religion and Vocation, and Tom Morgan,
professor of leadership studies.
Held annually in Minneapolis, the
Nobel Peace Prize Forum is one of only
three programs officially associated with
the Norwegian Nobel Institute. The Forum’s
mission is to inspire peacemaking by
focusing on the work of Nobel Peace Prize
laureates and by engaging students and the
wider community with national and global
leaders in the process of peacebuilding.
The Forum provided the students in
the graduate course with direct access to
leaders from businesses, nonprofits, and
government organizations whose work
involves navigating complex, real-world
challenges that range from food security
to civil unrest to poverty and climate
change. The students used examples
from the Forum, as well as from their
own lives, to analyze conflict involving
religious diversity in their communities,
examine contemporary issues in a historical
perspective, and develop a view on what
effective leadership looks like (or might
look like) in actual situations.
Students come to the Master’s of Arts
in Leadership program with experience
PEACEB U ILD IN G PARTN ER- SPONSORS
Summer 2016
21
AUGGIES CONNECT
Martin Olav Sabo ’59
leaves mark on
Augsburg College
community
in both for-profit and not-for-profit
organizations. In gathering during a
lunch break to share reflections about
what they were learning at the Forum,
the class observed that it is not possible
to be effective as a leader without
knowing what’s going on in the world.
The Forum, they said, was a prompt
for thinking about how a leader would
approach addressing challenging topics
and situations in their work.
Too often, people are so
wrapped up with their jobs and
family and school that they don’t
think about the difficulties others
are facing in the world. It’s not that
people don’t care about these topics, one
student said, but they often just don’t
pay attention to the issues on a daily
basis. Being at the Forum offered a level
of understanding that may not happen in
a classroom, the students said.
In fact, during the Forum the
students directly engaged with difficult
topics, and it required a conscious
choice to hear the tragic stories about
topics like child slavery and human
trafficking. This is where our general
population may be falling short, one
student observed—choosing to turn away
instead of understanding the reality of
these issues.
The Master of Arts in Leadership
program, however, equips individuals to
turn toward—rather than away from—
challenging issues in order to seek
solutions and inspire others toward a
common goal. The program is designed
to prepare leaders who are ethically and
morally responsible, who can see beyond
immediate concerns, and who are
sensitive to the complex problems that
organizations face. By using the Nobel
Peace Prize Forum as a classroom, these
students worked to understand both the
systems that contribute to conflict and
the systems that effective leaders can
use to address it.
“WE HAVE TO CHANGE
THE DEMAND”
Top [L to R]: Dean Jarrow ’16 MAL and
Dele Odiachi ’17 MAL
Bottom: [L to R]: Jacqueline deVries; Margaret
PowellMack ’17 MAL; Kevin Stirtz ’17 MAL; Subashini
Ambrose ’18 MAL; Tom Morgan; Eric Miamen ’04,
’14 MBA, ’16 MAL; David Nyssen ’16 MBA, ’17 MAL; Nobel
Laureate Kailash Satyarthi; Howie Smith ’80, ’19 MAL;
Satyarthi’s wife, Sumedha Kailash; MAL Director Alan
Tuchtenhagen; and Brad Beeskow ’17 MAL.
22
Augsburg Now
For example, some students thought
that business was potentially the most
powerful force for addressing the issues
discussed at the Forum; others argued
that the biggest changes will come
when consumers demand it, quoting
comments by Nobel Laureate Kailash
Satyarthi, who, in his opening remarks,
said, “We have to change the demand.”
Another student observed that
every person has a powerful “what’s in
it for me” filter and noted that, if we
don’t translate the message in a way
that addresses this filter, it will not
be effective. And, although the class
agreed, the students also recognized that
people are often motivated not just by
what benefits them directly, but also by
generosity and helping others—by what,
as one student phrased it, satisfies a
need of the heart.
BY STEPHANIE WEISS
Former U.S. Representative Martin Olav Sabo ’59, who passed away on March 13 at
age 78, was a lifelong public servant and renowned Augsburg College alumnus who
exemplified the progressive approach and personal integrity that were modeled in
his Lutheran upbringing and education.
The work he and his wife, Sylvia, devoted to guiding the Martin Olav Sabo
Center for Democracy and Citizenship, the Sabo Scholars program, and the annual
Sabo Symposium—all of which create opportunities for civic experiences and skillbuilding inside and outside the classroom—will leave a lasting legacy at Augsburg.
Augsburg College President Paul C. Pribbenow said that Sabo’s “life-long
commitment to public service is an inspiration to all of us. The Sabo Center gives
Augsburg the ongoing opportunity to celebrate the life and work of our dear friend.”
One year after graduating from Augsburg College, Sabo—then 22—was elected
to serve in the Minnesota House of Representatives. During his tenure, he became
the first member of the Democrat-Farmer-Labor party to serve as Speaker of the
House—a post he held from 1973-78. He went on to serve for 28 years as a
member of the U.S. House of Representatives, retiring in 2007.
At the same time that Sabo served in Congress, he volunteered 12 years to
Augsburg College as a member of the Board of Regents. The College named Sabo
a Distinguished Alumnus and awarded him its first-ever honorary degree. Sabo was
distinguished in all he undertook and, in 2006, was appointed Commander of the
Royal Norwegian Order of Merit for outstanding work and dedication to NorwegianAmerican relations.
Congressman Sabo and Sylvia Sabo are parents of Auggies Karin Mantor ’86 and
Julie Sabo ’90.
Summer 2016
23
AUGGIES CONNECT
New to the Alumni Board
Five Auggies elected to serve three-year terms on the Augsburg College
Alumni Board will network with and mentor current Auggies, build community
with alumni, and provide a vital link between the College and graduates.
TRAVEL IN THAILAND AND CAMBODIA
JANUARY 3-15, 2017
To learn more, go to
augsburg.edu/alumni/travel.
Derek Francis ’08
School counselor, Minneapolis Public Schools
“Through the awesome community and volunteer opportunities at
Augsburg, I realized I was passionate about working with youth.
Augsburg’s value of service to the community transformed my life.”
Lori Higgins ’94, ’12 MAL
President, MetroNorth Chamber of Commerce
“I am eager to give back to the school that has given me so many
opportunities, such as political internships with [former U.S. Rep.] Martin
Sabo ’59 and MN Sen. Bill Luther, which began my career.”
MAKES LASTING IMPACT
With its Give to the Max Day gifts, the Biology Department funded new research
opportunities for two students: Oksana Burt ’17 and Davy DeKrey ’17 [pictured].
24
Augsburg Now
Business development, Gravie
“A continuing passion of mine is to grow our networking efforts, both for
employers and individuals as they connect with Auggie alumni.”
Online giving day supports students, faculty, programs
Auggies last fall made Augsburg College No. 1 in the annual Give to the
Max Day challenge. This year, Give to the Max Day is November 17, and
the College is calling on alumni to push Augsburg into the top spot for the
fourth year in a row.
In 2015, in just 24 hours, more than 1,000 Auggies—many of whom
were first-time donors—generously stepped up to give more than $240,000
to Augsburg. As a result, Augsburg ranked first among all participating
Minnesota colleges and universities, and earned a $10,000 bonus.
Alumni support on Give to the Max Day has a lasting impact and
supports new opportunities for students. Funds raised last year supported
the expansion of on-campus research; the purchase of a 3-D printer for
the mathematics and statistics department; production costs for Howling
Bird Press, the student-run book publishing project in the Master of
Fine Arts in Creative Writing program; and trips by athletic teams for
competition, education, and community service.
This November, alumni also can give to scholarships that honor the
legacy of music, research, and civil service at Augsburg. Gifts are being
sought to honor the work of Leland Sateren ’35, U.S. Rep. Martin Sabo ’59,
the StepUP® program, and the Office of Undergraduate Research and
Graduate Opportunity, which connects students with new and existing
research and scholarship on campus, across the United States, and
around the world.
Anyone can donate any amount on Give to the Max Day. Schedule
your gifts online at givemn.org beginning November 1.
Josh Krob ’08, ’15 MBA
Janeece Oatman ’05
Development director, American Diabetes Association
“I have a passion for committee-building, and I am interested in
networking opportunities, reconnecting with campus, and fellow Auggies.”
Brad Randall ’13
Mechanical maintenance planner, Xcel Energy
“As a graduate of Augsburg’s Adult Undergraduate program, I am
interested in mentoring Augsburg alumni in all fields.”
[L to R]: Lewis Istok ’18 and Abigale Enrici ’18 create a two-material print
using a 3-D printer purchased with Give to the Max Day funds.
Jordan Brandt ’17 throws a pitch on the baseball team’s 2016 spring break trip
to Arizona. The team raised more than $17,000 on Give to the Max Day 2015.
Back row [L to R]: Josh Krob ’08, ’15 MBA; Brad Randall ’13; Mary Prevost ’12 MBA; Cyrus Batheja ’08, ’10 MBA;
Jay Howard ’03, Nick Rathmann ’03; Hanna Dietrich ’05; Rick Bonlender ’78; Patricia Jesperson ’95; Melissa
(Daudt) Hoepner ’92; Howie Smith ’80, ’19 MAL; Marie (Eddy) Odenbrett ’01; Greg Schnagl ’91. Front row
[L to R]: Adrienne (Kuchler) Eldridge ’02; Meg (Schmidt) Sawyer ’00; Adriana Matzke ’13; Janeece Oatman ’05;
Chau “Tina” Nguyen ’08; Jill Watson ’10 MBA. Not pictured: Derek Francis ’08; Lori Higgins ’94, ’12 MAL;
Nick Swanson ’09
Q&A
with tour guide and Professor
of English Kathy Swanson
Q:
A:
How many times have you traveled to
Thailand? What keeps bringing you back?
My husband and I lived in Thailand as Peace
Corps volunteers for two years and have
returned eight times since. We return because
we feel Thailand is our “second home.” We love
Thailand’s beauty—from the huge city of Bangkok to
the mountains of northern Thailand in Chiang Mai
to the small beach town where we lived. We also
have many dear friends, some former students and
colleagues, with whom we love to reconnect.
Q:
A:
Can you share with us a memory from a trip
you led with Augsburg students?
We have shared our love of Thailand with
Augsburg students during five trips and have so
many good memories. Former Auggies still share their
memories and pictures of the trips with us. Some
of these students became English language learner
teachers because of their experience teaching English
in our former school. I remember one student, for
example, who was hesitant about going so far away
from home and to such an unfamiliar place. She had
been my student in several classes and seemed to
trust me when I encouraged her, so she took the big
step. We are still in contact after many years and she
has written about her trip to Thailand as being “lifechanging.” She stepped out of her comfort zone and
experienced things she could have never imagined,
gaining confidence and self-awareness.
Q:
A:
Who should take this trip?
Anyone who values expanding a worldview,
learning about a new culture, and experiencing
beauty.
Summer 2016
25
ALUMNI CLASS NOTES
AUGGIES CONNECT
Martin Sabo ’59 leaves a
lasting legacy. See page 23.
1960
Rev. Dennis Glad ’60
and Barbara Glad
of St. Francis, Minnesota, have
led nearly 1,000 volunteers on
mission trips to 14 Caribbean
islands, Costa Rica, and Belize
over the past 25 years. Working
on a volunteer construction team,
the Glads and their crew have
built schools, clinics, churches,
orphanages, and more. In April,
the couple received WCCO Radio’s
Good Neighbor Award, and they
are now in the station’s Good
Neighbor Hall of Fame. In 1999,
Rev. Glad retired after serving in
the United Methodist Church for
more than 40 years.
empowering dreams
Travelers EDGE® grant affords
students pathway to success
In March, Augsburg was awarded a
$115,000 grant to continue offering
Travelers EDGE (Empowering Dreams for
Graduation and Employment), a program
that provides underrepresented students
with scholarships, paid internships,
and mentorship in an effort to break
down barriers and provide long-term
opportunity. The highly successful
program, now in its sixth year at
Augsburg, is poised to have 15 Travelers
EDGE scholars on campus this fall—its
largest cohort yet.
This prestigious program—open
to only 12 colleges in the United
States—has lifetime payoffs for
students, including the chance to find
challenging and rewarding careers in
the insurance and financial services
industry. To get there, each Travelers
EDGE scholar works with a career coach
and a professional mentor at Travelers
and participates in financial literacy
programming.
Marlene Ibsen, vice president of
community relations at Travelers, said
Augsburg was already doing great work
and made for a natural Travelers EDGE
partner.
“Everything and everyone we
encountered at Augsburg, including
President Pribbenow and throughout
the organization, made us think, ‘This
is a team of people who really get it and
would be outstanding additions to the
Travelers EDGE collaborative,’” said Ibsen.
Students in the program receive financial
26
Augsburg Now
scholarships and something that, in the
long run, pays even greater dividends—
networking contacts.
“Once they begin immersing
themselves in the professional
development workshops and start
to build relationships with Travelers
employees, students quickly learn
that the networking and professional
coaching they are getting will be of
significant use to them in the long
term,” said Janet Morales, Augsburg’s
director for the program.
So far, Augsburg has had 23
Travelers EDGE scholars participate in
the program and some have gone on to
accept full-time positions with Travelers.
Dustina Granlund ’14 is one of the
Travelers EDGE alumni who works at
Travelers. Granlund had two internships
at the company, including one in
Hartford, Connecticut. As an intern,
she helped develop new and more
efficient reporting systems that are still
in use today.
Granlund said her mentor helped
her understand how school applies
to the real world by encouraging her
to accept and take on challenges, to
network, and to push herself beyond
her comfort zone.
“My Travelers EDGE scholar
work taught me business etiquette,
interviewing techniques, and résumé
writing,” she said. “It helped connect
me with resources at Augsburg that I
didn’t really know about.”
Travelers EDGE connected Granlund
with staff in Augsburg’s Clair and Gladys
Strommen Center for Meaningful Work
who helped Granlund become more
comfortable seeking regular advice on
graduate school.
Morales sees that the value of the
program goes far beyond job experience.
“Travelers EDGE is confidence
building,” she said. “Our scholars
do not typically have any corporate
experience prior to becoming a part
of Travelers EDGE, nor do they have
family members with that experience,
so starting their professional journey
within insurance and financial services
can be intimidating. However, Travelers
EDGE gives the scholars opportunities
to learn and build their skills within a
safe space. The end result is that they
can imagine themselves with a career in
insurance and financial services, which
they couldn’t before.”
1964
Roger Johnson ’64
was presented with
the Donald Clark Memorial Award
at Minnesota Hockey’s annual
banquet in April. The award is
given to an individual who has
been dedicated to the grassroots
growth and development of youth
hockey in Minnesota. Johnson was
the head coach for boys’ hockey in
Fergus Falls, Minnesota, from 1965
until 1972 and then was varsity
assistant and junior varsity head
coach for the next 27 years until
1999. He is a substitute teacher
and a volunteer general manager
for the boys’ hockey team.
1969
Royce Helmbrecht ’69
graduated with a
degree in education. Today,
47 years later, he works as a
substitute teacher with students
who struggle to get through
school. He also teaches jail
inmates for the GED program.
fundraisers. Her leisure activities
include gardening, walking,
biking, and reading.
Michael Good ’71 celebrates
at groundbreaking ceremony.
See page 2.
jazzy food songs. Sullivan attended
Augsburg as a flute student, studied
broadcasting at Brown Institute,
and has worked in radio and as a
voice-over artist. After appearing at
venues that draw swing dancers,
she teamed up with Laurie to create
the duo Retro Swing Sister.
Three years ago at Valley of Peace Lutheran Church in Golden Valley,
Minnesota, three parishioners took on a Lenten art project to create a mosaic
for their church entry. Led by Barb (Durkee) Mikelson ’71, the committee
also included Emilie Moravec ’07 and Jon Daniels ’88. The design, primarily
Mikelson’s work, echoed the stained glass window design in the church’s
sanctuary created by the late August Molder, an Augsburg professor. Mikelson
served the past 12 years as director of her church’s early childhood education
center, All God’s Children Learning Center, and retired in January. The school’s
leadership is now in the able hands of another Auggie, Courtney GadboisBrumbaugh ’95.
From the Auggie Connections blog.
Read more at augsburg.edu/alumni/blog.
He says the Lord intervened in his
life and directed him to Augsburg,
and he feels blessed to have
followed the Lord’s direction.
1971
Mary (Soulen) Johnson ’71
is the new branch
assistant at Minnesota’s Aitkin
Public Library. She especially
enjoys working with children
at the library and at the Aitkin
Children’s Center. As a volunteer
at Wild and Free in Garrison,
Minnesota, she helps with
feeding animals and assists with
Merilee Klemp ’75 uses the
city of Minneapolis as her
classroom. See page 16.
1982
Maryann Sullivan ’82
and Rhonda Laurie
have been entertaining listening
audiences and swing dancers for
the past three years. In February,
the two performed “Swingin’ a
la Carte” as part of the Jazz@
St. Barney’s concert series at St.
Barnabas Lutheran Church in
Plymouth, Minnesota, reflecting
the singers’ love of cooking through
Scott Whirley ’82 and Henry
Gerten ’98 were inducted into
the National Wrestling Coaches
Association Division III Hall of
Fame in a ceremony in Cedar
Rapids, Iowa, prior to this year’s
NCAA Division III Wrestling
National Championships. Whirley
and Gerten are the ninth and 10th
Auggies to be inducted into the
NWCA Division III Hall of Fame.
Dr. Paul Mueller ’84 breaks ground
on Augsburg’s new, signature
academic building. See page 2.
AUGGIE SNAPSHOTS
1967
In March, the Rev.
Terry J. Frovik ’67
and his wife, Pauline, were invited
by Archbishop Nemuel Babba
to participate in the installation
service for the Rev. Peter
Bartimawus, who was elected
Bishop of the Gongola Diocese of
the Lutheran Church of Christ in
Nigeria (LCCN). The service took
place in Bartimawus’ home village of Guyuk.
1992
Rosanne Newville Bump ’92 plans events, including
the St. Paul Winter Carnival as president and CEO
of the Saint Paul Festival & Heritage Foundation. She received
her MBA in 2010 from the University of Wisconsin-River Falls.
She has stayed in touch with many of her Auggie classmates
over the years, and is pleased that both the St. Paul Winter
Carnival and the Cinco de Mayo organizations benefit from
the help of Augsburg interns as they plan events. She lives
with her husband of 28 years, Jeff Bump ’85, and their three
daughters (Madelyn, Ella, and Julia) in River Falls where she
served for nine years as CEO of the River Falls Chamber of Commerce and Tourism Bureau.
Summer 2016
27
2000
ALUMNI CLASS NOTES
Brian Ammann ’85 reflects on one of
the standout athletes he coached.
See page 8.
1988
Building hope
In March, Bob Strommen ’74 volunteered for a
Habitat for Humanity project in Nicaragua. He
joined cousins Tim ’70 and Dawn (Hofstad) ’70
Strommen, and Judy (Knudson) Strommen ’77, and
was overwhelmed by the magnitude of poverty in
the small village where they worked. The trip was
Tim’s third visit to the same site.
Bob writes, “Prior to our venturing out,
we had an orientation led by our Nicaraguan
Habitat leader, Aleandra, who reported that there
was a need for more than 600,000 homes in
Nicaragua—either new builds or fixing up existing
homes in desperate need of repair. And we were
going to build one home. At the time I thought,
‘What difference will this make? How do you tackle
such an overwhelming need?’”
Upon meeting the eventual homeowner, her
daughter, and grandchildren, Bob soon learned
that their work in that one week would make a lifechanging impact for the family.
He’d considered the impact they would
make on the family of the house, but did not
comprehend the impact that the people and
volunteering would have on him, saying: “My goal
is not to be better than anyone else, but to be
better than I used to be.”
Jeff Judge ’88 successfully
defended his doctoral
dissertation at Minnesota State
University. His thesis was “Spirituality in
Higher Education: A Narrative Analysis of
its Use by Leaders for Decision-Making.”
Judge graduated from Augsburg with
bachelor’s degrees in music education
and Spanish, and received a master’s
in Spanish from Middlebury (Vermont)
College. He lives in Minnetonka,
Minnesota, with his wife, Jeannie, and
their three teenagers: Nico, Danny, and
Clare. He is the dean of the humanities
division at Normandale Community
College in Bloomington, Minnesota.
1989
Troy Bakker ’89 received a
doctorate of science degree
from Dakota State University in Madison,
South Dakota.
Stephen Hindle ’89 has been appointed
practice lead at the partner level for Aon
Hewitt’s assessment and leadership
practice for Asia, the Middle East, and
Africa. He also is the face of Aon Hewitt
in these markets. His responsibilities
include commercial management of all
assessment and leadership business
across 14 countries as well as all
operations, solution development, and
mergers and acquisitions activity in
these markets.
He is based in Singapore with his
wife of more than 21 years, Adean,
and their two daughters, Claudia and
Madeleine.
1996
As twin sisters, Kaja Foat ’96
and Zoe Foat ’96 have shared
a lot in life—a last name, a love of
color and nature, and a vision for a
more ethical world. In 2002, the sisters
followed their shared vision to create
FOAT. Their goal was to offer a refreshing,
eco-conscious alternative in women’s
fashion, starting with yoga apparel. Since
then, they’ve expanded their designs to
additional lines of one-of-a-kind garments
and wedding gowns, and their workspace
to studios in Minneapolis and Charleston,
South Carolina.
Devean George ’99 builds neighborhood
pride alongside community housing in
north Minneapolis. See page 8.
2000
Augsburg theater alumni
Stephanie Lein Walseth ’00,
Quinci Bachman ’15, and Jorge
Rodriguez ’15, and Professor Emerita
Martha Johnson participated in the
Full Circle Theater Company’s return
engagement of “Theater: A Sacred
Passage.” Lein Walseth and Johnson are
two writers of this original performance
piece, devised by the core artists of
Full Circle from their personal journeys
into theater. Their stories embody
the challenges and transformational
experiences they have had in becoming
theater artists and how their lives
and work reflect the changes in the
theater community during the past two
decades. The piece incorporates acting,
storytelling, choreography, and music.
Bachman was production coordinator,
stage manager, and sound designer.
Rodriguez served as set and technical
director and lighting designer. Johnson
was dramaturge and assistant director.
Visit augsburg.edu/alumni/blog to read more.
1992
Heather Johnston ’92
(second from left) was
invited to speak at the annual
conference of the Municipal
Finance Directors of Israel in Eilat,
Israel. Johnston is president of
the Government Finance Officers
Association of the United States and
Canada. Johnston serves as the city
manager for Burnsville, Minnesota.
28
Augsburg Now
1999
[L to R]: J. Roxanne
Prichard, associate
professor of psychology and
neuroscience, and Jeanne “Birdie”
(Ramacher) Cunningham ’99,
associate director of health and
wellness, have created and
launched the Center for College
Sleep at the University
of St. Thomas in St. Paul.
2005
Jon Dahlin ’05
participated in track
and field at Augsburg, and he set
a national record in the hammer
throw that still stands. He went
on to compete nationally and
internationally in Highland games.
He competed in states including
California, Florida, and Texas, and
he also competed in Iceland. He
traveled to Gyor, Hungary, as part
of Team USA for the 2015 World
Highland Games Championship
where he squared off against 15
athletes from around the world.
He was pleased to record one
of his best performances ever
in caber (tossing a 175-pound
wooden beam), and finished in
seventh place. Dahlin lives in
Minnetonka, Minnesota, and works
as a software developer at Barr
Engineering, focusing primarily
on creating web applications. He
also is a sports photographer who
covers NFL games.
Jenni Fisher ’05 and Jade
Boettcher ’15 MAE were united
in marriage on January 20 in
Punta Cana, Dominican Republic.
Boettcher received his Master of
Arts in Education from Augsburg
and is a special education teacher
at John Marshall High School
in Rochester, Minnesota. Fisher
received her bachelor’s from
Augsburg and is a clinic assistant
at Planned Parenthood
in Rochester.
Brandon Green ’05 is a new
managing partner at MG
Resources. Before joining the
company, Green spent nearly 18
years with Griffiths Corporation.
2007
James Lekatz ’07
wrote the music for
“The Snow Queen,” which was
presented at Stages Theatre in
Hopkins, Minnesota, in March.
This summer, Lekatz worked with
a group of students with autism
on a production of “The BFG” as
part of a program called CAST,
Creative Accepting Sensoryfriendly Theatre. He will be
assistant director on a production
called “Twinkle Twinkle,” as part
of Stages Theatre Company’s
theater for the very young, and he
will compose Stages’ next dance/
ballet piece, “The Velveteen
Rabbit,” to be performed next
spring.
2008
Andrew Webb ’08
volunteers his
time to assist local and global
communities as they recover from
natural disasters and tragedies.
He encourages others through
a letter-writing campaign and
invites groups, such as area
high schools, to join him in his
dedication to this mission.
Sara (Quigley) Brown ’00
received her chaplain badge
for the Alaska Police and Fire Chaplains
Ministry, a statewide nonprofit that serves
police and fire personnel. The program
follows a strict training that mirrors the
training of police officers.
Brown will return to the Twin Cities
in August to attend a clinical pastoral
education residency through which she
will receive certification to become a hospital chaplain.
2000
Ross Murray ’00,
’09 MBA, has
been issued a call from the
Metropolitan New York Synod in
New York City to be consecrated
as a diaconal minister and focus
on LGBT advocacy at GLAAD. He
and Richard Garnett ’07, ’09 MBA
were married in April.
2001
Sarah (Grans) Peterka ’01
married Erik Peterka
on December 12. Several Auggies
were at the celebration including:
Carrie Lind ’01, Skylar Hanson ’01,
Laura Hahn ’02, Erica ’01 and
Jason ’01 Bryan-Wegner, Ben
Hoogland ’00, Larye ’98 and
Melissa (Moyle) Pohlman ’00,
Lenise Butler ’01, and
Birgitte Simpson ’13.
2010
Jennifer (Mathwig)
Ortloff ’10 became joint
owner of the public accounting
firm of Peterson Juergensen
Hemerick & Co. in Hutchinson,
Minnesota, after five years with
the firm. Prior to becoming an
owner and before earning an
accounting degree at Augsburg,
she worked on the administrative
side of the company. Ortloff is a
native of Brownton, Minnesota,
and worked for the city of
Brownton while completing
her degree.
2005
When Claire Pettry ’05
moved to Ohio in the
fall of 2015, her Augsburg College
connection played a key role in
helping her form friendships in
her new locale. She met Chris
Ascher ’81 and wife, Susan, and
the three became fast friends
who completed a 5K run on
Thanksgiving.
2003
Megan and Jay
Howard ’03 welcomed
their son, Elias John, on April 28.
Lisa Svac Hawks ’85 sees Augsburg College as a “pillar of faith,” one of the reasons she chose the College
and why she continues to be involved. She served six years on the Alumni Board and is a founding
member of Augsburg Women Engaged.
Hawks is vice president, external communications, for United Healthcare Services. She is focused on
helping simplify the complicated health care landscape for the consumers so that they can live healthier
lives. In her spare time, Hawks enjoys gardening, cooking, and playing golf and other sports. She also
enjoys coaching her 10-year-old son Andrew’s baseball team, which she has done for the past three years.
From the Auggie Connections blog.
Visit augsburg.edu/alumni/blog to read more.
ALUMNI CLASS NOTES
2011
Patrick Siegel ’11 is
the proud owner of
Robusto & Briar cigar store and
lounge in Lakewood, Ohio. The
establishment is made for all
who appreciate a fine cigar and
conversation-worthy décor. He
got hooked on the cigar business
when, as a student at Augsburg,
he was hired by the Golden Leaf
shop, where he bought his cigars.
He and wife, Nicole, who grew
up in Rocky River, Ohio, decided
to settle in Lakewood. Robusto &
Briar specializes in hand-rolled
products that are kept in a 15-by30 foot humidor. The shop offers
about 400 types of cigars and
about 50 kinds of tobacco.
2012
The Minnesota
Women’s Press
published an article on Interfaith
Youth Connection, a program
for high school and college-age
youth that promotes interfaith
understanding and service. The
article includes comments from
Fardosa Hassan ’12, Muslim
student program associate at
Augsburg College and program
coordinator of Interfaith Youth
Connection. By holding regular
conversations and yearly service
events, the group seeks to give
youth “a way to be proud of
who they are in whatever faith
background they [believe],
while reducing prejudice and
misconception,” Hassan said.
“In the midst of what is going on
today, this is something we need.”
Patrick Sayler ’12 is the new
general manager of Co-op Natural
Foods in Sioux Falls, South
Dakota. Before returning to Sioux
Falls three years ago, he spent
16 years in the Minneapolis area
managing cafes and retail shops.
As the general manager of Co-op
Natural Foods, he will oversee an
established business that employs
approximately 20 people and does
more than $2 million a year. He
is completing work on a degree in
business management/marketing
and project management at the
University of Sioux Falls.
2014
Allison Zank ’14 has
been named a National
Science Foundation Graduate
Research Fellow for 2016-17.
Zank will receive a $34,000
annual stipend and $12,000 costof-education allowance to assist
her in achieving a research-based
graduate degree. An NSF GRFP
indicates to graduate schools that
a student is a top undergraduate
scientist in the nation. Zank
conducted summer research
on biofilms with Augsburg
Associate Professor Jennifer
Bankers-Fulbright as well as at the
University of Minnesota’s Dental
School. Zank also has spent time
conducting research in industry.
At Augsburg, she was named an
URGO Scholar, McNair Scholar,
AugSTEM Scholar, and Goldwater
Scholar. She plans to pursue
a master’s degree in clinical
microbiology at the University of
Wisconsin-La Crosse this fall.
GRADUATE
2015
Katie Clark ’10 MAN, ’14 DNP
presented at a breakout session
for Fairview Health Services’
Somali Cultural Health Day in
April. Her topic was “Critical
decision making and chronic
illness.” Clark connected her
previous bedside nursing
experience with her current
experience working with Somali
community members at the
Health Commons in the CedarRiverside neighborhood. Her
focus was to teach health care
providers to deliver culturally
congruent care to marginalized
populations. She concentrated
her efforts on reducing the role of
stereotypes and assumptions in
the patient-provider relationship.
Jordan Holm ’15
competed in the 2016
Olympic trials in the 85-kilogram
weight class for Greco-Roman
wrestling at Carver-Hawkeye
Arena in Iowa City, Iowa, on
April 6. Holm was one of three
athletes automatically earning the
No. 1 ranking. He graduated from
Augsburg with a business degree
in marketing.
Duina Hernandez ’16 lets
dirt fly at an Augsburg
groundbreaking ceremony.
See page 2.
Evan Berg ’10 MBA was hired as
assistant vice president and loan
officer at the Janesville State Bank
in Janesville, Minnesota. He has a
bachelor’s degree in economics/
business administration from
Winona State University and an
MBA from Augsburg, as well as
eight years of experience in credit
analysis and lending with Farm
Credit and several banks.
AUGGIE CONNECTIONS:
a new, personalized
newsletter
Whether it be in the classroom, cheering on your favorite Auggie
team, or supporting the on-campus groups that mean the most to
you, Augsburg College emphasizes a direct, personal experience
for its students and alumni. In today’s world where information is
coming from all angles and at all times, personalized, meaningful
information is more important than ever.
The Alumni Association recognizes this and is taking a step
to provide more pertinent and timely information about what’s
happening at Augsburg. Beginning this summer, Augsburg is
offering a personalized e-newsletter that will be delivered on a
schedule of your choosing, in a format you want. No more monthly
Now@Augsburg emails. The Auggie Connections newsletter is
now in your hands.
Choose the topics you are most interested in: Auggie
athletics? Theater and music? Science? Want to hear it all? With
your new, improved Auggie Connections newsletter, you won’t
miss a thing.
The first personalized Auggie Connections newsletter
arrived in your email inbox in late June. If you haven’t yet set your
preferences, check your email for the message titled “Augsburg
College - delivered YOUR way,” to get started.
To update your contact information, email alumniupdate@
augsburg.edu.
2009
Benjamin Austin ’09
and Michelle
(Anderson) Austin ’11 were
married December 19 in St. Paul.
They met at Augsburg during her
sophomore year and his senior
year.
Schuyler (Dunhaupt)
Tilson ’10 graduated
from Mitchell Hamline School of Law
in St. Paul in January with a focus in
Indian law. She recently passed the
Minnesota bar and became a staff
attorney for the Ho-Chunk Nation
Trial Court. She holds undergraduate
degrees from Augsburg in history
and American Indian studies.
2012
Muneer Al-Hameed ’12
won the Dancing with the
Twin Cities Celebrities Charity Ball
in February. Augsburg alumna Carla
Beaurline ’91 was a judge this year
and a 2015 Dancing with the Twin
Cities celebrity dancer.
FRESH LOOK,
INCREASED
INTERACTION
Nic Thomley ’06 MBA was named to the
2016 Class of Henry Crown Fellows and the
Aspen Global Leadership Network at the
Aspen Institute. This growing network unites
a worldwide community of entrepreneurial
leaders from business, government, and the
nonprofit sector who share a commitment
to enlightened leadership and to using their
creativity, energy, and resources to tackle
the foremost societal challenges of our time.
Thomley is an accomplished entrepreneur
in the human services industry and the
founder of companies that provide an array
of services to persons with disabilities and
senior citizens. Thomley is the founder and
30
Augsburg Now
CEO of Morning Star Financial Services and
the founder and chairman of Summit Fiscal
Agency and Pinnacle Services, Minneapolis.
Thomley was named a 2015 Ernst & Young
Entrepreneur of the Year Finalist and,
in 2006, was named to Inc. Magazine’s
“30 Under 30, America’s Coolest Young
Entrepreneurs” list and to the Minneapolis/
St. Paul Business Journal’s “40 Under 40”
list. In 2010, Thomley was presented with
Augsburg’s First Decade Award, which
honors graduates of the past 10 years who
have made significant progress in their
professional achievements and contributions
to the community.
Enjoy several new features on the Augsburg Now magazine’s
companion website. Thanks to a site upgrade, it’s possible to:
• Read articles on mobile devices with ease
• Share favorite stories and photos on social media
• View exclusive slideshows and videos
• Manage your magazine subscription and delivery method
• “Go green” by opting for digital content instead of print
• Submit class notes and share good news
SUBMIT A CLASS NOTE
Tell us about the news in your life—your new job, move,
marriage, and births. Visit augsburg.edu/alumni/connect to submit
your announcements.
Mike Polis ’10 has
started Backboard
Media, based in Northeast
Minneapolis. Check it out at
backboardgroup.com.
2010
augsburg.edu/now
Entrepreneurial leader recognized
2010
2013
Kuoth Wiel ’13 cofounded the NyaEden
Foundation, a nonprofit that aims
to provide basic survival necessities
to disadvantaged women and
children throughout Africa. She is an
actress, model, and humanitarian
whose debut film role was in “The
Good Lie,” a drama starring Reese
Witherspoon that tells the story of
a group of Sudanese refugees who
are offered shelter in the United
States. Wiel was born to a Sudanese mother and father in an Ethiopian
refugee camp following her parents’ escape from war-torn Sudan. As a
young adult, Wiel moved to Minneapolis to attend Augsburg and study
social psychology. Visit nyaedenfoundation.org to learn more about the
organization’s work to foster girls’ and women’s safety, empowerment,
independence, dignity, self-esteem, and self-respect.
Fall 2015
37
Summer 2016
31
In memoriam
Chester R. Heikkinen ’40,
Robbinsdale, Minnesota,
age 99, on November 24.
Helen (Quanbeck)
Nichols ’44, Monticello,
Minnesota, age 94, on
April 27.
Frederick “Fred” M. King ’71,
Onalaska, Wisconsin, age
73, on February 5.
Helen E. (Berg) Peterson ’46,
Minneapolis, age 92, on
November 23.
Martin O. Sabo ’59,
Minneapolis, age 78,
on March 13.
Kenneth J. Dahlberg ’80,
Colorado Springs,
Colorado, age 62,
on December 21.
Doris M. Rear-Hustad ’46,
Blanchardville, Wisconsin,
age 90, on March 18.
Gary A. Hoonsbeen ’60,
Crystal, Minnesota,
age 77, on March 7.
Brenda L. Fredrick ’82,
Strawberry Point, Iowa,
age 57, on April 23.
Loren M. Thorson ’46,
Green Valley, Arizona,
age 96, on March 8.
Robert N. Martin ’61,
Dracut, Massachusetts,
age 81, on March 22.
Janice C. Olson ’84,
Lakewood, Washington,
age 79, on January 19.
Robert “Bob” E. Lee ’47,
Hallettsville, Texas,
age 92, on March 3.
Norbert W. W. Mokros ’61,
Duluth, Minnesota,
age 77, on January 25.
Melissa A. Lawrence ’88,
Minneapolis, age 59,
on March 1.
Aagoth E. (Hanson)
Hansen ’48, Willmar,
Minnesota, age 89,
on January 4.
Sherman P. Coltvet ’62,
Rochester, Minnesota,
age 75, on January 30.
Marilyn J. (Cederstrom)
Teubert ’88, Waconia,
Minnesota, age 84,
on November 23.
Paul D. Hilton ’51,
Cumberland, Wisconsin,
age 86, on January 28.
Eugene M. Nelson ’51,
Colorado Springs,
Colorado, age 86,
on January 11.
Lillian K. (Ysteboe) Ose ’51,
Benson, Minnesota,
age 87, on January 5.
Leonard E. Dalberg ’52,
Solvang, California,
age 90, on April 21.
Randall “Randy” Fischer ’52,
Lynchburg, Virginia,
age 85, on February 5.
Robert C. Ingman ’54,
Minneapolis, age 85, on
September 3.
Charles “Bob” R.
Hudgins ’62, Burnsville,
Minnesota, age 75,
on December 12.
Charles W. King, Jr. ’62,
Sun City West, Arizona,
age 76, on December 17.
Philip O. Sidney ’63,
St. Paul, age 75,
on April 10.
Mary M. Lindgren ’64,
Minneapolis, age 74,
on March 15.
David A. Mallak ’65,
Austin, Texas, age 72,
on February 10.
Steven H. Steinke ’65,
Pequot Lakes, Minnesota,
age 68, on January 26.
Robert R. Benson ’67,
Preston, Minnesota,
age 70, on December 23.
Karl B. Lunder ’70, Red
Wing, Minnesota, age 69,
on March 12.
SAVE THE DATES:
SEPTEMBER 22-24
New events and schedule!
William “Bill” J. Schutt ’75,
Watertown, South Dakota,
age 74, on February 2.
Richard “Dick” L. Berg ’57,
Minneapolis, age 85,
on February 3.
Vera C. (Alberg)
Hafstad ’50, Owatonna,
Minnesota, age 86, on
March 11.
Augsburg Now
Dayne W. Sather ’55,
Maple Grove, Minnesota,
age 86, on January 25.
Joyce I. (Engstrom)
Spector ’70, Minneapolis,
age 68, on April 1.
Mary (Mortensen) Nelson ’45,
Minneapolis, age 92, on
January 22.
Arnold H. Skaar ’48,
Edina, Minnesota, age 91,
on February 2.
32
Dale W. Quanbeck ’54,
Grand Forks, North
Dakota, age 84,
on January 18.
Carol R. (Pasquarella)
Liedtke ’89, Shorewood,
Illinois, age 73,
on December 5.
Diane P. Ondrey ’94,
Minneapolis, age 80,
on February 19.
Jean W. (Thompson)
Rondeau ’94, Minneapolis,
age 77, on April 12.
Sandra K. Berg ’98, Inver
Grove Heights, Minnesota,
age 69, on January 26.
Conrad D. Meyer ’98,
Merida, Mexico, age 66,
on April 3.
.
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E
B
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U
O
PR
E
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E
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BE CAL
Barbara (Steinle)
Huckle ’00, Burnsville,
Minnesota, age 55,
on April 16.
Jason C. Magnon ’13,
Georgetown, Texas,
age 25, on January 15.
Go to augsburg.edu/homecoming to register and see the new events this year.
The “In memoriam” listings in this publication
include notifications received before May 10.
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Non-Profit Org.
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PAID
Twin Cities, MN
Permit No. 2031
The Augsburg Choir joins Barry Manilow on stage
The exceptional talent and hard work of the Augsburg Choir was rewarded with a once-in-a-lifetime opportunity to sing backup
during Grammy-award winner Barry Manilow’s farewell tour. Members of the choir sang three of his hits in an encore at the
Xcel Energy Center: “I Write the Songs,” “Miracle,” and “Copacabana (At the Copa).”
Show less
Navigating uncharted waters
Playing it forward
An exploration of faith
HIGH-IMPACT
LEARNING
SPRING 2016 | VOL. 78, NO. 2
INSIDE
AUGSBURG NOW
Vice President of Marketing
and Communication
Rebecca John ’13 MBA
rjohn@augsburg.edu
Director of News and
Media Services
Stephanie Weiss
weis... Show more
Navigating uncharted waters
Playing it forward
An exploration of faith
HIGH-IMPACT
LEARNING
SPRING 2016 | VOL. 78, NO. 2
INSIDE
AUGSBURG NOW
Vice President of Marketing
and Communication
Rebecca John ’13 MBA
rjohn@augsburg.edu
Director of News and
Media Services
Stephanie Weiss
weisss@augsburg.edu
NOTES FROM PRESIDENT PRIBBENOW
On serendipity in education
I vividly recall the moment in 1977 when a
conversation with a religion professor at Luther
College, my alma mater, offered me a way of
thinking about my vocational journey that has
changed my life. When I admitted my doubts
about following my dad’s path to the ministry, the
professor shared his own journey to divinity school
and the study of theology, the sort of study I had
begun to explore in his class. The rest is history,
as they say. I went on to study ethics and theology
in divinity school and to pursue my own calling
for leadership in higher education.
A moment of serendipity that changed
my life—unexpected, unplanned, and so very
meaningful—made possible by a teaching and
learning community and a teacher that created
the opportunity for such moments.
Such serendipity in education is a hallmark
of the educational experience at Augsburg. I’m
sure you have your own stories of the faculty
or staff member, maybe the fellow student, or
perhaps the community member who offered you
the insight, the experience, the counsel, or the
challenge that shaped your path.
This issue of Augsburg Now reminds us of
the people and experiences that continue to offer
Augsburg students the promise of serendipity in
their education. From award-winning teachers
and researchers like Phil Adamo of the History
Department and Henry Yoon of the Psychology
Department to inspiring guest speakers like
LeVar Burton (yes, the “Star Trek” and “Reading
Rainbow” star) and Dr. Donald Warne (an
American Indian medical doctor challenging
us to pay attention to public health issues on
reservations). From nationally recognized efforts
like our StepUP® program for students recovering
from addiction to the Nobel Peace Prize Forum
that inspires all of us to be peacemakers in
our communities. Serendipity in education
happens for all of us because of these people
and programs, and because of this College’s deep
commitment to such experiences.
One particular moment from last fall stands
out for me. Our groundbreaking River Semester
gave 12 students the educational experience of
a lifetime as they spent the entire semester on
the Mississippi River (see page 16). When I went
to St. Louis to meet with the River Semester
students and faculty halfway through the
semester, I heard tale after tale of serendipitous
experiences along the river. But then one student
took me aside and said that for Associate
Professor Joe Underhill, who organized the class,
this was the trip he had always dreamed about,
given his passion for the river. And, the student
continued, Joe could have done the trip with
his family or friends—surely an easier way to
spend nearly four months on the river? Instead,
the student said, he chose to do it with us, his
students. He chose to do it with his students.
That, my friends, is the “stuff” of serendipity
in education. Teachers who choose to create
the space for serendipity to happen—in the
classroom, in the cafeteria, on the playing
fields or performance stage, even on the Mighty
Mississippi. May it always be so.
Faithfully yours,
Director of Marketing
Communication
Stephen Jendraszak
jendra@augsburg.edu
Communication Copywriter
and Editorial Coordinator
Laura Swanson ’15 MBA
swansonl@augsburg.edu
Creative Associate
Denielle Johnson ’11
johnsod@augsburg.edu
Marketing Copywriter
Christina Haller
haller@augsburg.edu
Production Manager
Mark Chamberlain
chamberm@augsburg.edu
Photographer
Stephen Geffre
geffre@augsburg.edu
Advancement Communication
Specialist
Jen Lowman Day
dayj@augsburg.edu
Contributor
Kate H. Elliott
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
PAUL C. PRIBBENOW, PRESIDENT
Send address corrections to:
alumniupdate@augsburg.edu.
Email: now@augsburg.edu
AUGSBURG NOW
Spring 2016
02 Around the quad
08
Playing it forward
14
An exploration of faith
16
Navigating uncharted waters
24
Auggies connect
27
Class notes
32
In memoriam
On the cover: Auggies paddle past the Gateway Arch in
St. Louis as part of a semester-long journey following the
Mississippi River from St. Paul to New Orleans. See page 16.
Photo by Whitney Curtis.
Correction: In the Fall 2015 issue of Augsburg Now, the
story “From Riverside Ave. to Riverside, CA” omitted that
Matthew Dunn ’08 was among several recent Augsburg
College graduates to pursue an advanced degree at the
University of California-Riverside.
All photos by Stephen Geffre unless otherwise
indicated.
Augsburg College students walk through Lindell Library—a building that will connect to the future
Norman and Evangeline Hagfors Center for Science, Business, and Religion. Learn more about the
Hagfors Center on page 3.
AROUND
THE
QUAD
IGNITING
PASSION, FINDING
HARMONY
Convocation Series
sparks conversation
2
Augsburg Now
The Augsburg College Convocation Series each year offers the community
a chance to hear from leaders and visionaries who spark important
discussion and educate about the challenges and opportunities of
today’s generation. The first event in 2016 was the Martin Luther King Jr.
Convocation in January, featuring Chuck D, leader and co-founder of the
legendary rap group Public Enemy, and his presentation, “Race, Rap, and
Reality: Supporting Our Youth in the Spirit of Dr. Martin Luther King Jr.
as They Face the Unique Challenges of Today.”
The Batalden Seminar in Applied Ethics in February
welcomed Dr. Donald Warne—professor and chair of the
Department of Public Health in the College of Health
Professions at North Dakota State University, and senior
policy advisor to the Great Plains Tribal Chairmen’s
Health Board—whose presentation was “Traditional
Lakota Approaches to Health Disparities: Connecting
People and the Environment.”
The Koryne Horbal Lecture in March featured Nekima
Levy-Pounds, attorney, law professor, and president of the
Minneapolis chapter of the NAACP.
Courtesy Photos
Hip-hop pioneer and best-selling author
Chuck D addresses hundreds of attendees at the
2016 Martin Luther King Jr. Convocation.
AROUND THE QUAD
Exterior rendering of the Hagfors Center
E
L
A
S
N
O
TICKETS
CONSTRUCTION STARTS
In May, Augsburg College will begin the construction of its newest and largest
academic building, the Norman and Evangeline Hagfors Center for Science,
Business, and Religion. The interdisciplinary Hagfors Center embodies
Augsburg’s commitment to student learning, urban placemaking, and thoughtful
stewardship.
The building design features classrooms and labs that are configurable to
support experiential learning as well as other teaching and learning formats.
These spaces will be constructed on a modular framework that allows for
flexibility to meet the College’s long-term needs.
The building will anchor the west side of campus and welcome the
College’s neighborhood with an
“open arms” design facing the
adjacent residential community
and embracing the on-campus
community gardens. The
Hagfors Center also will be the
most environmentally friendly
building on campus, seeking a
LEED Silver certification for its
Mock-up offices
sustainable design.
As part of the building planning process, Augsburg constructed life-size
models of two proposed configurations for faculty and staff offices. The office
concepts were on display in Lindell Library so community members could
stop by to check out the look and feel of the spaces. Students (and even
some faculty members) made themselves at home in the offices by taking
time to study, check email, and read, all the while bringing new meaning to
the phrase, “open-door policy.”
Children’s rights advocate to
keynote peace-building event
Augsburg College will host the 28th
annual Nobel Peace Prize Forum
June 6–8, inviting global leaders and
the general public to explore pressing
peacemaking issues faced by people
across the globe.
This year’s forum will
honor and feature
a keynote address
by Kailash Satyarthi,
joint winner of the
2014 Nobel Peace
Prize. For decades,
Satyarthi has been
tireless in his
advocacy for child
rights, education,
and child labor reform in India. While
in Minneapolis, Satyarthi will join other
peace-building experts to explore human
rights and democracy, disarmament,
sustainability, and inclusivity.
Courtesy Photo
THIS SPRING
College moves forward on
new academic building
Get tickets and learn more at
nobelpeaceprizeforum.org.
The first classes will be held in the Hagfors Center in January 2018. Go to
augsburg.edu/hagforscenter to keep track of project developments.
Spring 2016
3
Historyapolis project wins
ALICE SMITH PRIZE
Twin Cities middle schoolers participate in a Somali debate
initiative led by the Minnesota Urban Debate League.
[Top to bottom]: Kirsten Delegard, who serves
as a scholar-in-residence in the Augsburg
College History Department, and Michael
Lansing, associate professor of history, were
presented the Alice Smith Prize for best public
history project completed in the
previous calendar year by the
Midwestern History Association.
The Historyapolis Project
was created when Delegard
realized that the citizens of
her hometown of Minneapolis
craved complex stories about
the city’s past that would help
them understand how it became
the wonderful and intricate
place that it is today.
Augsburg students are deeply involved
with the project, which aims to make the
city’s history accessible and helps instigate
community dialogue around challenging
aspects of local history. Visit historyapolis.com for
more information.
Signature urban debate program
REACHES MILESTONE
Augsburg College’s Minnesota Urban Debate League program provides
services, support, and materials to more than 750 students engaged in
competitive academic debate at 40 high schools and middle schools across
the Twin Cities metro area. This year marked the first time that the state
debate championship featured two teams from the Minnesota Urban Debate
League: St. Paul’s Highland Park and Minneapolis’ Washburn high schools.
Led by Executive Director Amy Cram Helwich and Faculty Adviser Robert
Groven, an Augsburg communication studies professor, the program helps
increase school engagement and connectedness, which boosts young
people’s confidence in their academic abilities. The program’s impact is
shown through a 100 percent on-time high school graduation rate and a
99 percent college acceptance rate for debaters. “No other out-of-school
program accomplishes such significant gains,” according to Groven.
4
Augsburg Now
Photo courtesy of Lisa Lynch
Minnesota Urban Debate League participants
dominate 2016 state championship
The Historyapolis Project invites Augsburg College
students and community members to conduct research
to help interpret the history of Minneapolis. [L to R]:
Citizen-researcher Rita Yeads and Anna Romskog ’15
view city planning photographs from the 1930s in the
Minneapolis City Archives at City Hall.
AROUND THE QUAD
Professor Phillip Adamo peers out of his office in Memorial Hall.
Phillip Adamo named 2015 Minnesota
Augsburg College was named No. 6
on Best Value Schools’ 2015 list
of 20 Best Value Colleges or
Universities in Minnesota.
eetable
Rankings are based on
graduation rate, net
price, acceptance rate,
#AuggieP
and 20-year net return on
investment.
e
rid
Augsburg College’s Phillip Adamo, professor of history and director of the
Honors Program, was named the 2015 Minnesota Professor of the Year by
the Carnegie Foundation for the Advancement of Teaching and the Council
for Advancement and Support of Education (CASE).
Adamo was recognized for his accomplishment in a proclamation by
Minneapolis Mayor Betsy Hodges who declared November 19, 2015,
“Dr. Phillip C. Adamo Day in the City of Minneapolis.”
Adamo is the second Augsburg College faculty member to be honored by
Carnegie/CASE. In 2004, Professor Emeritus of Sociology Garry Hesser earned
the prestigious award.
Tw
PROFESSOR OF THE YEAR
Augsburg deemed a
‘best value’ college
Spring 2016
5
ON THE SPOT
Henry Yoon examines addiction risk
Augsburg College Associate Professor Henry Yoon oversees the biopsychology major and
leads the Augsburg Biopsychology Lab. One area of his research involves studying disorders
related to the inability to inhibit socially inappropriate or even illegal behaviors such as
the use of illicit substances that can lead to addiction. Yoon uses neurophysiological
techniques including EEG to capture and analyze the brain’s electrical activity to identify
telltale signs of biological or genetic risk for substance dependence.
Yoon works collaboratively with the StepUP® Program, Augsburg’s residential recovery
community, and the University of Minnesota’s Department of Psychology. Ultimately, Yoon’s
research may help refine the biological tools used in the diagnosis of substance addiction.
Q:
A:
What prompted your interest in studying
addiction?
Substance use disorders are both common
and costly—many of us have personal issues
with substance use or know someone who does,
including our family members. Plus, addiction
is often connected to other major psychiatric
disorders in systematic ways. It is important to
understand the core factors underlying addiction
for intervention and treatment purposes.
Q:
One of the brainwaves you focus on—
the P3—has been studied in relation
to childhood disruptive disorders such as
attention deficit hyperactivity disorder,
adolescent substance dependence, and adult
antisocial behaviors. What’s the link among
these areas?
A:
Collectively, these disorders reflect a
tendency toward behavioral disinhibition,
which may be expressed in various ways over
development through childhood, adolescence,
and adulthood. Evidence shows that this
tendency is highly heritable—in other words,
influenced by genes. The P3 brain measure is
significant because it may signify who is at risk
for these disorders. For instance, my colleagues
and I showed that P3 is itself highly heritable
and can be used to predict who will develop
these types of disorders over a 12-year span. So,
we reason that the P3 can serve as a red flag.
6
Augsburg Now
Q:
Despite recognition of the biological and
genetic nature of substance use disorders,
social stigmas persist. Could improved scientific
literacy play a role in reducing these stigmas?
A:
I think a cautionary tale from my field’s
history can help address this question.
In the 1940s-70s, the concept of the
“schizophrenogenic mother” was popular in
the psychiatric literature. This term implied
that mothers who interacted with their children
in a cold, rejecting, and aloof manner caused
schizophrenia in those children. Another
version of this, in relation to autism, was the
“refrigerator mother,” which carried a similar
implication.
Later scientific research rejected these
incorrect and harmful notions and instead
showed that such disorders largely involve
genetic/biological factors. The same trend
can be observed with regard to addiction. For
instance, it is now known that substance use
disorders are influenced by genetic background
to a degree comparable to other complex
medical conditions such as diabetes or coronary
heart disease. Of course environmental factors
are also important, but overall this shows that
combating addiction is not a matter of willpower
or flawed character.
Go to augsburg.edu/now to learn
more about Yoon’s research.
This colorful graph shows a representation of the P3 brainwave activity that Henry Yoon has been investigating in
relation to behavioral disinhibition. Abnormalities in the P3 wave have been shown to correlate with addictive behaviors.
AROUND THE QUAD
StepUP Gala
®
Research, study, and offer
your two cents
breaks fundraising record
In March 2015, Melissa Motl,
circulation coordinator in Augsburg’s
Lindell Library, started posing questions
to students on a whiteboard as a way
to gain more information about how
students use and view the library. She
asked questions like, “What can you
get at the library that you can’t get
anywhere else?” and “What would you
like to see the library do differently?” It
garnered such great feedback that she
decided to continue asking questions
as a fun and interesting way to find out
more about Auggies.
Each year, Augsburg College’s StepUP Program supports dozens of students as
they achieve academic success and sustain lives of recovery from substance
use disorders. Augsburg is home to the largest collegiate recovery community
in the United States, and its work receives generous support from numerous
corporations, foundations, individuals, and families.
The program received a noteworthy boost this year when its philanthropic
gala raised $419,000 from ticket
sales, sponsorships, and individual
gifts—a sum that nearly doubled
the amount raised the previous year.
Former WCCO TV anchor Don Shelby
was the master of ceremonies and
the featured keynote speech was
by Anne Thompson Heller ’08, a
StepUP alumna who has founded
[L to R]: Broadcaster Don Shelby joins
and championed recovery
U.S. Sen. Amy Klobuchar and Augsburg
organizations at collegiate,
College President Paul Pribbenow
state, and national levels.
at the StepUP Gala.
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“We have some really
creative and thoughtful
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and I think that’s why we always
get great responses. Some are
thoughtful, and some are silly or witty,”
said Motl.
Who ever came up
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At the 15th annual Sports Extravaganza, Augsburg College physical
with this question
education and exercise science students used knowledge gained in the
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children with physical, cognitive, and learning disabilities. For the event,
-Darth Vader
Auggies created activity stations in the Augsburg athletics dome and assisted
children as they played.
The Star Tribune published several Sports Extravaganza photos and described participants’
enthusiasm as “Flying high without leaving the ground.” Visit augsburg.edu/now.
V
Spring 2016
7
PLAYING IT
FORWARD
AUGGIE COACHES CREATE
CYCLE OF GIVING BACK
BY CHRISTINA HALLER
Division III athletics is the sweet spot for
student-athletes—they compete on teams and
nurture deep, meaningful relationships with their
coaches and peers, and at the same time have
the freedom and time to explore other activities
and passions while having a strong focus on
academics. These reasons, among others—the
competition, camaraderie, discipline, and love
of the game—are why more than 500 Augsburg
students participate in varsity and intramural
sports every year.
The welcoming and supportive Augsburg
College Athletics Department has had a profound
impact on many student-athletes, which in
return has sparked a desire in many former
players to give back to youth as leaders, mentors,
and friends. Here is a glimpse into the lasting
influence of Auggie athletics on alumni through
the decades.
8
Augsburg Now
Whitney Restemayer ’10 is the first woman in the state of Minnesota to coach a team to a hockey
state title, the 2015 Minnesota State High School Girls’ Hockey Tournament Class A Championship.
I’ve always enjoyed working with kids,
teaching the game, and mentoring players
off the field. Being a student-athlete
at Augsburg taught me many valuable
lessons and allowed me to strengthen my
leadership skills. Many people from my
athletic upbringing have influenced the
way I teach young men about soccer and
life. I must admit, Auggie soccer coaches
Greg Holker, Jonathan Schaefer, and
Nate Hitch had a profound influence on me
during college.
The most gratifying thing about
coaching is seeing my boys grow into
young men and become contributing
members of the community. I was a kid
who was influenced in so many positive
ways by several people in my athletic path.
For me to have the opportunity to give back
a fraction of my time is the most gratifying
thing in the world.
VAN HONG ’11
Enterprise risk analytics consultant at Deloitte & Touche LLP in Minneapolis; youth soccer coach at Park
Valley United and co-founder of Spam F.C. College Scholarship Foundation in St. Louis Park, Minnesota
SUE (MEIER) ZIEGLER ’80
Physical education and health and
wellness teacher and head volleyball and
track coach at Lincoln Lutheran Middle/
Senior High School in Lincoln, Nebraska
Photos by Matt Ryerson
I was involved with basketball and track
as an Auggie. I would credit the whole
Augsburg Health–Physical Education
Department and coaches for supporting
me—people like longtime athletic
director and men’s basketball coach
Ernie Anderson ’37 were always looking
out for athletes’ best interests. I believe I
received a quality education in a Christian
environment, and feel blessed to be in a
similar situation now. I hope I have had an
impact on helping shape young people’s
lives through education and athletics, too.
Students teach me life lessons every
day. The impact that they have had on my
life has been invaluable—on relationships,
commitment, and learning. I love seeing
where my former students and athletes
go on in the next step of their lives—
from college to starting their families to
excelling in their careers.
Spring 2016
11
Everything I got from sports as a player—
the love of the game, the friendships, the
teamwork, the cohesion—sparked a desire
in me to coach. I started playing sports
at a young age and experienced coaches
who I really clicked with, and I knew that I
wanted to be able to give back to athletes
in the same way. I had a great experience
at Augsburg. Playing two sports, being a
health and physical education major, and
working within the Athletics Department
allowed me to meet many people who had a
great influence on my life.
I have been very lucky to achieve a lot
of success in my short coaching career.
Being able to be a part of something
so great on ice allowed me to also be a
part of something great off the ice. The
relationships that I have developed with
many of the girls I have coached is second
to none.
WHITNEY RESTEMAYER ’10
Physical education teacher at Challenger Elementary School
and assistant girls’ softball coach and head girls’ hockey
coach at Lincoln High School in Thief River Falls, Minnesota
JAMELL TIDWELL ’05
Assistant administrator, athletic
director, and middle school football
and track coach at Valley Middle
School of STEM, and high school
wrestling coach at Apple Valley High
School in Apple Valley, Minnesota
I feel like God put athletics in my
life to keep me out of trouble so that
I could get to where I am today. If I
didn’t have wrestling in my life, there’s
no way I’d currently be working toward
my doctorate. I didn’t have a dad
growing up, so when I was a studentathlete at Augsburg, Auggie wrestling
coaches Jeff Swenson ’79, Sam
Barber, and Donny Wichmann ’89
took me under their wings and taught
me how to be a student, how to be an
athlete, how to be a man, and how to
be successful.
I hope that by being a coach, I
can show kids that, through athletics
and working hard in school, you can
achieve anything. I always tell my
players, you have to be a student first
and an athlete second.
AN
EXPLORATION
OF FAITH
PRESTIGIOUS $467,000
GRANT FOSTERS STUDENTS’
ENGAGEMENT IN YOUTH
THEOLOGY INSTITUTE
BY STEPHANIE WEISS
“J
esus is in the generosity business,”
said Amber Kalina ’15 when she
quoted from Walter Brueggeman’s
theology of abundance at an Augsburg
College chapel service. “That means
being constantly alert to any mismatch
between the generosity of God and the
needs of people.”
Certainly, Augsburg was given a
great and generous gift this winter when
the College was awarded a prestigious
three-year Lilly Endowment Inc. grant
of $467,000 for the Youth Theology
Institute. This residential summer camp
program explores deep and meaningful
questions of faith and vocation through
classes, service work, and reflection.
The competitive grant ensures that this
program will continue the work of helping
young people discern their vocations.
Kalina’s homily was part of a visit
to her home state of Minnesota to
pursue the next step in her vocational
journey: Attending seminary to become
ordained as a minister in the Evangelical
Lutheran Church in America.
The journey of this youth and
family ministry graduate, however,
started in the the summer of 2010
14
Augsburg Now
when she was a junior in high school
in Perham, Minnesota. It was then that
she attended Augsburg’s Youth Theology
Institute at the encouragement of her
youth pastor.
“I would grill my youth director
about everything. He had heard about
the Augsburg College Youth Theology
Institute, and he encouraged me to
attend because I just couldn’t stop
asking questions,” Kalina said. “At the
Institute, I was challenged and pushed
to think about and explain what I
actually think about faith.”
DIVERSE EXPERIENCES
IN A DIVERSE ZIP CODE
The 13-year-old Youth Theology
Institute engages young people in
grades 10-12 in deep theological
questions and vocational discernment
through community-based and
classroom learning, worship, reflection,
and solitude. The program, which has
touched more than 200 young people
since its inception, is an example of
how Augsburg College lives out its
vision to educate people for lives of
purpose across disciplines and beyond
the classroom.
“This grant supports Augsburg’s
continued commitment to intentional
diversity and to modeling what it means
to be a Lutheran college of the 21st
century, located in the heart of one of
the nation’s most diverse ZIP codes. It
equips young people with theological
and vocational skills and helps them
learn what it means to practice
their faith, with its commitments to
education, radical hospitality, and
serving your neighbor,” said Augsburg
College President Paul Pribbenow.
LEARN, PRAY, AND
PLAY TOGETHER
Since its inception in 2004, the Youth
Theology Institute—a program of
Augsburg’s Bernhard M. Christensen
Center for Vocation—has explored
themes germane not only to the College,
but also to current events.
Augsburg’s emphasis on
interdisciplinary learning shaped
the 2015 program, which explored
interfaith action, a deeply compelling
topic for participants and the College,
particularly given Augsburg’s setting
in the midst of a neighborhood with a
growing Muslim population.
The Lilly grant will allow the
Augsburg College Youth Theology
Institute to expand upon its history of
success while increasing programmatic
goals, including:
• Development of a cohort of youth
ministers from regional churches,
synods, and multicultural and
ethnic-specific congregations,
interested in enhancing vocational
discernment and theological
reflection among youth.
Photo by Mark Chamberlain
Amber Kalina ’15 serves Abundant Life Together,
a ministry of the Evangelical Lutheran Church in
America. This Alt Year program in Toledo, Ohio,
provides young adults a chance to explore in
community subjects including vocation through
reflection, leadership, relationships, and service.
• Growth in the number of participants
from 20 in 2016 to 40 by
2019 while also strengthening
relationships with attendees, their
families, their pastors, and their
churches.
• The creation of a mentor program
to allow college-age students to
help high school students develop
practices and skills for theological
reflection.
• An increase in connections to the
four synods of the Evangelical
Lutheran Church in America
that form Augsburg’s governing
structure—Minneapolis, St. Paul,
Southeastern Minnesota, and
Northwest Wisconsin.
• Continuation of scholarships for
Youth Theology Institute alumni to
attend Augsburg College.
“We learn together,
pray together, play together,
explore the city together, and
discern God’s work in our
world together.”
− Jeremy Myers
Youth Theology Institute program director
and associate professor of religion
Participants in the program are
respectfully challenged in every activity
to dig deep into their perspectives and
biases to uncover their beliefs.
“We learn together, pray together,
play together, explore the city together,
and discern God’s work in our world
together,” said Associate Professor
of Religion Jeremy Myers, the Youth
Theology Institute program director.
For her part, Kalina hopes the grant
prompts others like her to find their paths.
“Young people are so eager to learn,”
Kalina said. “But if there is nothing at
home to welcome their questioning or to
guide them, it is difficult. Home church
congregations have to be involved.
Participation from our churches provides
a chance for all of us to show young
people that abundance exists in Christian
community and that abundance is meant
to be shared with everyone.”
Augsburg College will welcome the
2016 class of Youth Theology Institute
students to campus from June 19–24.
Participants from across the country will
explore meaningful questions related to
social and environmental justice, the role
of the congregation in these questions,
and how one can both love and be
frustrated by community.
To learn more, visit augsburg.edu/acyti.
Spring 2016
15
Navigating
uncharted waters
First-ever River Semester pushes
boundaries of experiential learning
By Kate H. Elliott
The River Semester was billed as an experiential learning
opportunity: engage in a full load of political, environmental,
and physical education courses—reinforced by a research
project—while canoeing down the Mississippi River from its
headwaters in Minnesota to the Gulf of Mexico. But for the
12 Augsburg College students, two faculty members, teaching
assistant, and two guides who completed the first-of-its-kind
trek from August to December, it was so much more.
For it was on those waters that the crew learned to
appreciate the quiet, to be curious about the world around
them, and to seek knowledge. They learned to be prepared, to
make friendship a fine art, and most importantly to enjoy the
8
Augsburg Now
moment. And they didn’t just learn about the river so much
as become enamored of it, so much so that many of them feel
unsteady back on solid ground.
The Mississippi became their muse, teacher, personal
trainer, and confidante. They dreamt alongside its calming
waters and paddled through its more turbulent channels.
Soon, its problems became their problems: urban stormwater
runoff, the economic decay of river towns, and invasive flying
carp smacked them—literally—in the face. And so, what
started as an interesting, immersive experience has become a
sobering call to restore and protect one of the United States’
most iconic natural wonders.
Spring 2016
17
Ricky Taylor ’17, a film and graphic design major, captured the crew’s three-month journey and
many of the social, economic, political, and cultural forces gripping the river as he gathered
footage for a feature-length documentary. He plans to premiere “Learning to Listen: Our
Semester on the River” this summer.
“We learned by living, meeting the people, and witnessing the issues that illustrate the
complexities plaguing the river,” Taylor said. “We met Carl, a shrimper who once walked on
land that is now six feet beneath water, and we paddled past sediment that was filling in the
river’s largest lake (Lake Pepin near Red Wing, Minnesota). We read about levees being ‘big bad
wolves’ but then saw them protect families just trying to make their way through life. A portion
of Louisiana is being swallowed up by the ocean, a culture disappearing into the Gulf of Mexico,
largely due to agricultural practices that help feed our nation.
“Somewhere along the way, I slipped out of the boat and into the Big Muddy. Every day I
think about the river—about the paddling, the friends, the food, the learning—longing to be
back there. Mud runs through my veins, and the only word I can find to describe the experience
is ‘love,’ and that’s not a word I take lightly.”
A gripping odyssey
The trip had all the elements of any good adventure story:
There was a steadfast leader, Joe Underhill, who has been engaged in environmental politics
for 30 years and had been dreaming about this trip for almost as long; an epic journey paddling
nearly 700 miles in 24-foot handmade cedar-strip voyager canoes; and a compelling cast of
characters, including the student who’d never camped, the chipper morning person, and a
student about to drop out who found his calling en route. There were unexpected moments,
including an emergency appendectomy outside Mark Twain’s hometown, an open mic night
harmonizing with the locals of Prairie du Chien, Wisconsin, and a visit to the Michael Brown
memorial in Ferguson, Missouri. And finally, there were lots of emotions—all of them, really.
Underhill knew the trip would be an odyssey in every sense of the word. The professor
of political science, environmental studies, and international relations had been planning
“
Mud runs
through my
veins
—Ricky Taylor ’17
and networking for 15 years to realize the River Semester. He tested the waters in 2001 by
organizing a three-day field trip from St. Cloud, Minnesota, to St. Paul. Five-day and 10-day
excursions followed before he proposed the semester experience in 2012.
“This is where Augsburg stands out from other institutions,” said Underhill, who has
organized interdisciplinary trips throughout the world. “Augsburg values experiential learning,
place-based pedagogy, and innovative approaches so much that it wasn’t a
matter of ‘if’ we can make this happen but ‘how.’ Yes, we had three years
of sorting out logistics, but the College continues to empower and support
faculty to engage in this type of work, and you only have to talk with one
of these students to grasp the impact.”
Once logistics were in place, Underhill’s years of contacts at
organizations such as the National Park Service rushed in to participate—
offering guest lectures, exclusive tours of historic sites, hot meals, and
lodging. Wilderness Inquiry, a Minneapolis-based outfitter that has
partnered with Augsburg for years, provided logistical expertise and
risk management planning as well as guides, food, and equipment. Erik
Ophaug, a Wilderness Inquiry program manager, said the outfitter is proud
to be at the forefront in creative endeavors that increase students’ access
to and connection with the natural world.
“This was the longest expedition we have run, in terms of number of days on the river, in
our 40-year history of supporting educational and expeditionary outdoor adventures,” Ophaug
said. “It was inspiring to watch these students truly soak up and process all of the little
moments that make up the culture, politics, ecosystem, and history of the Mississippi River
watershed.”
Guide Emily Knudson ’15 had paddled with Underhill on a 10-day canoe trip as part of a
River Politics course her senior year. When she learned the semester-long excursion wouldn’t
materialize until after she would graduate, the determined triple major in environmental
studies, English literature, and Spanish secured a job with Wilderness Inquiry in hopes of
gaining a staff position on the trip, which she did. Charged with almost every logistical task,
from planning mileage and booking campsites to grocery shopping and monitoring weather
conditions, Knudson also served as a supplemental instructor and intern for Augsburg. She
led study sessions and presented lectures in their outdoor classrooms (or the nearest city’s
laundromat or public library in bad weather).
“Educational experiences like this are important because they make you think so much
more deeply about the course content. Instead of memorizing facts about the lock and dam
system for a test, we were paddling through the pools the dams created, hearing stories from
locals, and camping on the islands built to replace those flooded out decades earlier. In a
couple years, I will forget almost everything I memorized, but I will never forget my learning in
action,” said Knudson.
Guitar
Headlamp
Rain gear
French press
Rubber boots
Visit augsburg.edu/now to learn
which items the River Semester
crew couldn’t live without.
Self-discovery on the riverbanks
Glen Gardner ’17 was considering taking a year off from school when he saw the River Semester
publicized in the cafeteria. He signed up, and somewhere along the pilgrimage, the Montana
native realized he wants to teach art. Gardner is back at Augsburg this semester, majoring in
studio art and art education.
“Having the time to unplug and reflect about my life helped me realize my passion for art
education. I have always been interested in the arts, but I hadn’t really thought about teaching
until I discovered that I loved spreading the feelings I find in art to other people as much as I
enjoy making art,” Gardner said. “I want to extend my knowledge and passion beyond myself
and use art to promote living in a way that is not wasteful to the world.”
Spring 2016
19
Hearing this, Underhill is proud. Provoking self-exploration
was not his motivation for organizing the trip, but the sense of
vocation students found down river is certainly the journey’s
most fulfilling outcome. Admittedly, he took a leap of faith
selecting the crew. He didn’t pick a team of students with
similar interests, backgrounds, maturity levels, and outdoor
experience. He picked a team that reflects Augsburg’s
commitment to nurturing a diverse community of resilient,
driven, and faith-filled citizens. As you can imagine, the initial
weeks included some whining and a few cold stares, but before
long, this dynamic group evolved into a harmonious tribe.
Forging lasting bonds
Taylor was nervous about the trip, not because of the physical
demands or the elements (he was an Eagle Scout and grew
up a “river kid” in north-central Wisconsin). As the crew’s
videographer and documentarian, Taylor was most concerned
about getting his new Nikon, Sony video camera, and
two GoPros wet. But even more so, he was terrified of the
quiet—for those moments when people would start sharing
information about their lives. He was finishing up his second
semester at Augsburg in the College’s StepUP® Program, the
nation’s largest residential collegiate recovery community.
Now sober for two years, Taylor said he burned bridges
between himself and others before he entered recovery.
“My peers on the River Semester were some of my first
friends in a long time. It was truly a fresh start,” he said.
“On the trip, I heard things that were strange to my ears:
‘Ricky, you’re a good person,’ ‘You’re kind,’ and ‘I’m amazed
by you.’ I always looked around, thinking, ‘Are you sure you’re
talking to me?’ It was the first time in years that I felt good,
felt worth, and felt confidence. People trusting and caring for
me is more precious to me than anything, and I developed
everlasting bonds with this crew.”
Brian Arvold ’80 witnessed that closeness when he
welcomed home his daughter, Hannah, who was one of
the first two students to sign up for the trip. When the
crew stepped off the train at a welcome home rally in midDecember, Arvold said, the students ran into their families’
arms, and then they all ran back—to each other.
8
Augsburg Now
“It was touching for all of us to see,” said Arvold, who
was waving a canoe paddle painted with “River Semester” as
the train slowed to a halt. “You may want a lot for your child,
but lifelong friendships are at the top of the list. Knowing that
these students will be there for each other through life’s ups
and downs is comforting.
“We’d talk to Hannah along the trip, and we could hear
her growing more socially and culturally aware, but we also
detected a real sense of confidence. Paddling that entire river
empowered our daughter as she was placed in settings where
she had to stand up for herself, push through, and create
solutions. Augsburg is truly on the forefront—a small college
doing great things. It’s neat to see them embrace learning
without four walls.”
Wading through analysis, navigating partnerships
Hannah Arvold ’18 was able to channel her professional
pursuits into a research project focused on nutrition and the
environmental impacts of farming. On the first leg of their
trip, she calculated the caloric intake and expenditure of her
peers, noting which foods provided the best sources of energy.
Near the end of their voyage, she recorded the agriculture
industry’s negative impacts on the river, including gasoline
and pesticides seeping into groundwater. “Caring about the
health of your body,” Arvold said, “is just as important as the
health of the land it is grown on.
“I created an ‘I the Mississippi’ bumper sticker and
gave it out to people along our trip for freewill donations,”
Arvold said. “We donated $500 of the money raised to
purchase science equipment for the International School of
Louisiana where we presented many of our research findings
to more than 160 fourth- and sixth-graders.”
Each student conducted a research project, and many
of them involved collaborations with external partners
throughout the United States. Noah Cameron ’17 worked with
Minnesota artist Monica Haller, known for the “Veterans Book
Project,” which captures interviews and data from dozens
of soldiers, refugees, and journalists affected by wars in
Iraq and Afghanistan. Cameron used a hydrophone to record
underwater noises while on the river and then paired them
with social and cultural recordings, which he plans to use for
future collaborations with Haller.
“It seems that intense, mindful listening is a difficult task
nowadays, and some people have no reason to listen. I was
given a reason, and I learned much about the nature of sound,
silence, noise, and listening,” the political science major said.
“My project acknowledges that the river has something to say,
which it certainly does. One thing the river told me was that
it is polarized; its waters are either filled with the sounds of
mechanical engineering or with quiet ecological or hydrologic
characteristics.
“Similarly to how I thoughtfully listen to the systems of
the river, I realized that we—as a society—should thoughtfully
listen, which is not the same as agreeing, to our government
and each other. I viewed the river like our government—this
massive, daunting entity that we seem to have little effect
on. However, as we moved down that river and as we took
classes about both the nature of the river and the nature of
democracy, we learned that we do affect that river, and we do
affect our government.”
Blair Stewig ’18 connected with the river on a molecular
level, studying how the concentrations of various chemicals
influence ecosystems. Throughout the trip, she collected water
quality data like that of the National Park Service’s “State of
the River Report.” She also collaborated with Reuben Heine,
a geology professor at Augustana College in Rock Island,
Illinois, to gather sonar data about subaqueous dunes, or
sediment bed forms at the bottom of the river.
“My main focus was on the accumulation of nitrates
in the Mississippi and its effect on the Gulf of Mexico. The
molecule, commonly found in fertilizers, seeps into the
river system from agricultural and urban runoff, feedlots,
sewage treatment plants, and more. This excess results in a
‘Dead Zone’ in the Northern Gulf of Mexico each late spring
and summer,” said Stewig, who is majoring in biology and
chemistry. “What does that mean? An influx of nutrients
results in an algae bloom. When these algae die, they sink
to the bottom of the ocean, where they are consumed by
bacteria, which depletes the area of oxygen. Some marine
life sense the lack of oxygen and leave, but others die as a
result. According to the National Oceanic and Atmospheric
Administration, the Dead Zone costs the U.S. seafood and
tourism industry $82 million per year.”
Lark Weller, who collaborated with Stewig on behalf of
the National Park Service, said Stewig’s data will inform
brochures and fact sheets about excess nitrates in a river
system that provides water for upwards of 15 million people.
The research these students conducted is compelling, Weller
said, but their connection to the river is even more impressive.
“I suppose it’s possible to complete a college degree
without really ever understanding the broader context of the
world around you—but not for River Semester students. It
is clear the experience dramatically changed the lives of
every single student who accepted the challenge. They have
returned with a new and expansive sense of self, place, and
world,” said Weller.
Memories keep rollin’ along
The next leg of this journey: The documentary. Taylor
produced several short videos chronicling the trip, which are
at augsburg.edu/river, and he’s looking forward to sharing the
experience through his forthcoming feature-length film. For
now, the River Semester crew continues to process the issues
they know and to reflect upon their moments together: rows
of sleeping bags dotting the shore as they looked up at an
ebony sky studded with millions of heavenly diamonds; waking
at 3 a.m. to paddle from darkness to dawn; and swaying in
hammocks tied to the tall willow trees of remote river islands.
So, if you see members of this motley crew sleeping
outside, don’t judge. They’re just longing to be back on
the water, where they grew stronger and a bit wiser, having
realized that the issues gripping the Mississippi River are
as sophisticated as its ecosystems. That enlightenment has
influenced the way they now see the world, with varying
shades of compromise and understanding. They reenter their
lives with renewed purpose, fueled by an empowering sense
of community, the ability to adapt, and the ache for life’s next
adventure.
“
It feels good to say, ‘I know the Mississippi.’
But, of course, you don’t—what you know better
is yourself and the Mississippi has helped.
—River Semester student journal entry
From trickling headwaters to the
WIDE AND MIGHTY OCEAN
River Semester participants share memorable events along the river
Beginning in 2003, Augsburg College Associate Professor Joe Underhill began incorporating short Mississippi River
trips—three-, five-, and 10-day excursions—into his environmental politics curriculum. He first presented the idea
of a semester-long trip to College leadership in 2012, and then three years of logistical discussions and planning
followed. This past fall, Underhill and biology instructor Thorpe Halloran shoved off from St. Paul with 12 students, two
guides, and a teaching assistant. Here are a few highlights from their journey.
AUG. 28-30: Held an orientation at
the Mississippi River headwaters to
introduce courses, review canoeing and
water safety basics, and discuss topics
such as American Indians’ perspectives
on the environment and sustainability.
1
SEPT. 1: Chris Coleman, mayor of
St. Paul, joined nearly 100 Auggies,
family members, and high school students
at the launch of the nation’s first-ever
River Semester. Dozens of attendees
paddled in a flotilla of 24-foot voyageur
canoes to South St. Paul.
2
SEPT. 5-7: Studied the water
quality and impact of farming,
including increased sediment load on the
river. Sampled water alongside fisheries
biologists with the Minnesota Department
of Natural Resources.
3
“Without a current and with a brutal head wind,
paddling Lake Pepin was probably one of our
most challenging days.” —Lily Moloney ’15
SEPT. 12-17: Joined faculty and
students from Winona State
University for stream ecology labs and
discussion on the impact of the lock and
dam system.
4
OCT. 3: A rough paddle through the
pool above Lock and Dam No. 13,
one of the widest pools on the upper river.
The crew struggled through fierce winds
to avoid submerged tree stumps left over
5
from before the dam was built. One of the
canoes sustained a bad crack, which the
crew repaired at camp.
OCT. 7-10: Met with local farmers
and a nonprofit environmental
group that organizes river cleanups, tree
plantings, and other conservation efforts.
The crew also engaged a field lab with
Reuben Heine, geography professor at
Augustana College in Illinois.
6
OCT. 20-21: When the crew
paddled into author Mark Twain’s
hometown, Izzie Smith ’18 began to suffer
from stomach pain. By midnight, she had
been diagnosed with appendicitis, and
the next morning she had surgery. Two
weeks later, Smith rejoined the group in
Memphis. Even with all the excitement,
the team still engaged in a lively
discussion about Huck Finn and literary
figures born along the Mississippi.
7
OCT. 29: The last morning of their
journey on the upper river, the crew
woke up at 3 a.m. to paddle for a few
hours in the dark to catch the sun rise
over the river. They ended their sunrise
paddle on the Mississippi’s banks north
of St. Louis, from which vans shuttled
the crew past the Chain of Rocks, an
exposure of bedrock in the Cuivre River.
8
9
NOV. 2: As part of Underhill’s
course, Democracy in the American
Heartland, students traveled to the
Michael Brown Memorial—the site of the
August 2014 shooting death of a black
teenager by a white policeman, which
prompted national commentary on racial
discrimination and gun control. President
Paul Pribbenow joined the group for a
tour through the city and discussions with
residents.
“Standing at that memorial in the middle of
the road was a deeply unsettling experience—
there was no way it could or should have been
otherwise.” —President Paul Pribbenow
NOV. 16: The team paddled past
expansive sandbars and islands
full of wildlife at the confluence of the
Mississippi and Arkansas rivers. Waters in
this area can rise and fall as much as 70
feet and swirl around canoes.
10
NOV. 26: Thanksgiving in New
Orleans: The crew enjoyed an
abundance of fried turkey and comforting
side dishes at their hostel as they visited
with fellow travelers from more than a
dozen countries.
11
12
DEC. 11: Travel by train to Chicago.
“The train back to Chicago was spent
doing a lot of work on our finals, but it was also
a time to reflect on everything we experienced
on the trip.” —Blair Stewig ’18
1
ITASCA STATE
PARK, MN
HARRIET ISLAND, ST. PAUL
2
LAKE PEPIN
3
4
WINONA, MN
CLINTON, IA
HANNIBAL, MO
5
6
CHICAGO, IL
12
QUAD CITIES
7
LOUISIANA, MO
8
FERGUSON, MO
9
10
CHOCTAW ISLAND, TN
DEC. 14-15 The crew traveled by train from Chicago
to the Twin Cities and joined in a “good-bye” hug
upon arrival at Union Depot in St. Paul.
As part of the River Semester welcome back celebration,
Augsburg graphic design and typography students created an
interactive gallery exhibit chronicling the voyage. Learn more
at augsburg.edu/now.
NEW ORLEANS, LA
11
Spring 2016
23
AUGGIES CONNECT
FROM THE ALUMNI BOARD PRESIDENT
Dear alumni and friends,
JILL WATSON ’10 MBA, ALUMNI BOARD PRESIDENT
24
Augsburg Now
Courtesy Photo
T
oday’s Augsburg College students seek to make
a difference, and it’s been a privilege to interact
with them as they gather to meet alumni, discuss
vocation, and pick up targeted professional advice at
recent events. Last fall, the Clair and Gladys Strommen
Center for Meaningful Work hosted a Career and
Internship Fair and welcomed young Auggies who sought
to make connections with employers and internship hosts.
Shortly after the event, nearly two dozen Augsburg alumni returned to
campus to join panel discussions about their academic and career stories across
a range of disciplines and professions. These events were part of a five-week
major and career exploration series that provided nearly 175 students the
opportunity to explore a wide variety of degrees and occupations. This series was
made successful thanks, in part, to the Augsburg College alumni who served as
panelists. Thank you to all Auggies who shared your vocation and insight with
students!
Most recently, I was humbled by the talent, drive, and thoughtfulness I saw
all around me at the annual Alumni-Student Networking event in February, where
hundreds of alumni mingled with current students and faculty, received free
professional profile photos, and listened as alumni addressed the importance
of informational interviewing, mentoring, and using social media to connect.
Regardless of where we are in our professional lives, I think we all have something
to offer to or gain from such events.
Events like these make me proud to be an Auggie. If you shared your
experiences with students in the past year, you helped to inspire Auggie pride.
Whether you’re connecting with students, networking with graduates of all
class years, contributing to The Augsburg Fund
View videos that illustrate the
to support College initiatives, or planning a
impact of student internships
gift to fund an endowed scholarship, we are so
at augsburg.edu/now.
grateful.
As Augsburg moves into the future, alumni can help the College live out its
vision—to educate students for lives of purpose—across the disciplines, beyond
the classroom, and around the world.
You can engage your employer in identifying Auggies as candidates for
employment, internships, or mentorships by posting opportunities at your
company on the AugPost job board found at augsburg.edu/alumni.
I joined the alumni board because I wanted to see Auggies help other
Auggies and make a difference. Each time I attend an Augsburg event, I learn
more about what current students are up to, and I want to do everything I can to
help them succeed. Won’t you join me?
UNIQUELY AUGSBURG
TRAVEL IN THAILAND AND CAMBODIA
JANUARY 3-15, 2017
In January, English Professor Kathy
Swanson and her husband, Jack,
will lead an educational trip through
Thailand and Cambodia. After arriving
in Bangkok, travelers will tour the Grand
Palace, visit the temple at Wat Po (the
Reclining Buddha), shop for tropical
produce, and sample local cuisine
cooked on boats at a floating market.
From there they will continue to Chiang
Mai to ride elephants, perfect their
culinary skills with a cooking class, and
volunteer at an orphanage. The trip will
conclude in Siem Reap, Cambodia,
at Angkor Wat, the largest religious
monument in the world.
This thought-provoking tour has
been customized specifically for
Augsburg alumni, parents, and friends,
and there’s still time to learn more and
participate. Contact Katie Koch ’01,
director of Auggie Engagement, at
kochk@augsburg.edu or 612-330-1178
if you are interested in learning more
about Augsburg’s travel opportunities.
To learn more, go to
augsburg.edu/alumni/travel.
AUGGIES CONNECT
ALUMNA COMBINES
CREATIVITY AND CHEMISTRY
through career at 3M
Capstone dinner celebrates
SUCCESSFUL BUILDING CAMPAIGN
This winter, as part of the annual Advent Vespers festivities, Augsburg
College held a dinner to celebrate the successful completion of the
largest capital campaign in the institution’s history and to recognize
the generosity of all who made the Campaign for the Norman and
Evangeline Hagfors Center for Science, Business, and Religion
possible. More than 200 donors attended, including members of the
Board of Regents and many alumni supporters.
President Paul Pribbenow offered his sincere thanks to Norman
and Evangeline Hagfors and all donors to the new building. Chair of
the Board of Regents Dr. Paul Mueller ’84 shared his gratitude and
recognized the incredible leadership and commitment of Mike Good ’71
[pictured above], who served as national chair for the campaign that
exceeded its $50 million goal.
After becoming
involved with the 3M
STEP program as a
high school student,
Audrey Sherman ’97
[pictured] became
an inventor at age
20. Now a scientist
with 3M, Sherman is
credited with nearly
80 patents, some
created with other Augsburg alumni working at
the Minnesota-based company.
Sherman’s most recent patent is for a
versatile material with the potential to improve
cosmetics, insulation wrapping, and electronics.
Two of her favorite patents involve using
pressure-sensitive adhesives to transport light
and making a solvent-free duct tape. She also
helped discover a new solution for restickable
diaper tape. Sherman feels that her Augsburg
minor in art has been an important factor in
pursuing her inventions, enabling her to blend
creativity with her skills in chemistry. Today
she mentors St. Paul high school students
interested in science and gives talks to juniorhigh and middle-school students about careers
in science and technology.
Share your ideas for
AUGSBURG’S 150TH ANNIVERSARY CELEBRATION
SESQUICENTENNIAL CELEBRATION
years
Augsburg alumni, parents, friends, faculty, and staff are invited to help celebrate
the College’s 150th anniversary in 2019. What aspect of your Augsburg
history would you like to celebrate during the sesquicentennial year? Were you
connected to a team, a club, or a department that made a difference? Would
you like to see a reunion for your favorite activity—whether it was the Echo
newspaper staff, a sport, Lutheran Youth Encounter, the Augsburg Choir, or
theater? How best would you like to honor Augsburg’s past, present, and future?
Visit augsburg.edu/150 to submit your ideas and find monthly updates on
planning already underway for the sesquicentennial celebration.
Spring 2016
25
AUGGIES CONNECT
ALUMNI ASSIST
STUDENTS
on their path to
physician assistant
career
[L to R]: Augsburg College alumnus
Tom Towle ’14 MPA leads thenstudents Scott Harder ’15 MPA and
Christina Pekoske ’15 MPA through
the steps of starting an IV.
32
26
Augsburg Now
I
n the classroom and in the field, Augsburg
College alumni help today’s physician assistant
students gain a glimpse into the professional
world they’re preparing to enter. Through clinical
work and course instruction, alumni share their
experience in a high-demand field.
Augsburg’s Master of Science in Physician
Assistant Studies program was the first of its kind
in Minnesota and admitted its inaugural class in
1995. The full-time graduate program educates
generalist physician assistants oriented toward
service to underserved populations in rural and
urban settings.
The physician assistant (PA) concept has
evolved over time but continues to increase in
relevance. In alignment with health care industry
demand, the PA’s role continues to expand.
The Augsburg PA program’s long history
in Minnesota is advantageous, according to
Jenny Kluznik ’13 MPA, assistant professor of
physician assistant studies. PA students spend
approximately half of their graduate program in
a didactic—or classroom—phase. The latter half
of the program is spent in the community where
students complete clinical rotations that change
every five weeks. Augsburg’s PA alumni serve
as educators and lecturers for a course series in
clinical medicine and also serve as hosts for the
hands-on field work.
Meredith Wold ’07 MPA is a guest lecturer
for the program and an adjunct faculty member.
She works as a hospitalist PA with an internal
medicine team at Regions Hospital in St. Paul.
As an undergraduate, Wold was focused almost
exclusively on medical school, but during her final
year in college she was struck by the teamwork she
witnessed between a doctor and a PA in surgery.
Now, after nearly a decade in her profession,
Wold values the team-based work of taking care
of hospitalized patients.
She weaves clinical episodes from her career
into her lectures, which serve to remind students
of the whole patient—not just the upcoming exam.
Melissa Oeding ’10 MPA, another guest
lecturer, agrees.
“As a recent graduate, I can relate to the
student experience, understand how students learn,
and provide real-world insight and advice regarding
what to expect as a practicing PA,” said Oeding,
who works at Minneapolis’ Hennepin County
Medical Center.
She’s stimulated by the chance to sit on the
other side of the lectern.
“It renews an excitement for my work and
career and reminds me just why I started out in the
program,” she said. “I feel extraordinarily blessed to
have been trained and trained well at Augsburg.”
Guest lecturer Olga Trouskova ’13 MPA sought
out Augsburg’s PA program in part because of its
emphasis on serving the underserved.
“I went into medicine to provide answers and
to heal,” Trouskova said. “Now I understand that
great medicine cannot happen without building
relationships and trust with my patients.”
She also is a hospitalist PA at Regions and,
during her weeks off, serves as a family practice
PA at Westside Community Health Services/La
Clinica, a community clinic.
Trouskova makes a point of including real
patient stories in her presentations to remind
students that PAs treat patients, not diseases.
For students, there’s no match for hearing these
types of lessons from alumni, according to Wold.
“It shows a level of alumni commitment
toward the program and the next generation
of Augsburg PAs,” she said. “Early on after
graduation I felt a duty, a professional
responsibility really, to give that back.”
And teaching is its own kind of gift,
according to Trouskova.
“By teaching others, I have learned as well,”
she said.
ALUMNI CLASS NOTES
1960
Lowell “Zeke”
Ziemann ’60 continues
to write. His newest book,
“Gunslingers and Baseball,” is
a collection of Western historical
fiction, essays, and baseball
stories. It is available on Amazon.
1965
From his time at
Augsburg, Allen
Anderson ’65 fondly remembers his
music professor Leland Sateren ’35,
the Burgundy Singers, dorm life,
and choir tours. Today, Anderson is
still involved with choral music and
enjoys golf, woodworking, activities
in his community and at his church,
travel, and participation in Lutheran
Men in Mission. He and wife, Joyce,
have two children who graduated
from Augsburg. They travel to New
Zealand on occasion to visit their
son and his family.
Gary Blosberg ’65 says that his
current position is “reclined.”
He is retired after 26 years
as a finance manager at
General Electric and 23 years
in the U.S. Navy. He thanks
chemistry professor Courtland
Agre for sharing his wisdom
when he said: “You don’t need
to know everything; you just
need to know where to find the
answers.” Blosberg still sings
with the Centennial Singers, the
Masterworks Chorale, and other
groups. He is proud to be a father
and grandfather.
Connie (Ekeren) Cameron ’65
teaches at Honors Mentor
Connection, is on the Fringe
Festival Board, sings in the
St. Joan of Arc Choir, and is
involved in politics, travel, and
the League of Women Voters. Her
fondest memories of Augsburg
include the Kappa House girls,
professor Anne Pederson’s literature
wonderful teachers and role
models. Among Dietrich’s most
treasured Augsburg memories
are the excellent convocation
speakers and the great
friendships she made. Today, she
and husband, Franklin, enjoy
their grandsons, their involvement
at Central Lutheran Church, and
traveling. She also volunteers with
literature; and professor of history
Carl Chrislock ’37 for his effective
use of anecdote to enliven history.
Dyrud spends his time reading,
golfing, and traveling. He and
wife, Marilyn, have three children
who are all involved with theater,
and they enjoy seeing their
children’s work.
In October, Janis “Matty” Mathison ’69 was honored by the American
Planning Association’s Wisconsin Chapter as its Citizen of the Year for
her leadership in working with local residents and planners to promote
healthy living and active lifestyles in eastern Wisconsin’s Shawano
County. Last year was the third year of Bike the Barn Quilts, an area
bike tour that she spearheaded.
From the NOW@Augsburg blog.
Visit augsburg.edu/alumni/blog to read more.
classes, and her roommate of four
years Carol (Welch) Langness ’65.
Cameron thanks the team behind
the Christmas smorgasbords;
Ailene Cole, speech professor;
Orvald Haugsby, math professor;
Leland Sateren ’35, music
department head; and Phil
Quanbeck Sr. ’50. She and
husband, Bill, have three sons and
one grandchild.
Eunice (Bergman) Dietrich ’65
thanks home economics faculty
Ruth Segolson, Ruth Sonsteng,
and Katherine Peterson for being
daughter, Kari, at Dakota City,
the 1900s village in Farmington,
Minnesota. The Dietrichs also
have a son, Hans.
The faculty members who most
influenced David Dyrud ’65 as a
student were philosophy professor
Paul Sonnack ’42 for his intensity;
New Testament Greek and Latin
professor Mario Colacci for
his flamboyance; professor of
English Gerald Thorson ’43 for his
Hush Puppies (Dyrud’s favorite
shoes); professor of English Anne
Pederson, for her affection for
Mark Gjerde ’65 retired in 2004
from 3M. He enjoys traveling
with wife, Jan (Lunas) Gjerde ’68,
and spending time with their
grandchildren at a lake home. He
remembers Gerald “Jerry” Pryd ’66
and Paul Dahlen ’66, his friends
who died in a plane crash while
they were Augsburg students.
Gjerde was influenced by professor
of math George Soberg ’26 and
professor of philosophy Paul
Sonnack ’42. The Gjerdes lived in
Brussels from 1995-97 while Mark
worked for 3M. They have two sons
and four grandchildren.
AUGGIE SNAPSHOTS
1960
This group of
alumni were friends
during college but had little
contact since graduating. They
were reunited at the 2015
Homecoming celebration and
barely scratched the surface
in terms of catching up. Now
retired, the five Auggies plan to
get together again soon.
[L to R]: The men and their previous careers: Arden Flaten ’60 (science teacher),
Myron Carlson ’60 (pastor), Don Gilberg ’60 (band teacher, piano tuner), Iver
Christopherson ’60 (high school principal), and Neuman Berger ’60 (attorney).
1974
The National Tile Contractors
Association recently honored Janet
(Durkee) Hohn ’74 with its Tile Person of the
Year award. Hohn was the third woman to
receive this honor in the six decades it has
been presented. For more than 20 years,
Hohn has operated a one-person, high-end
residential tile and stone installation company.
She has served as president of the Twin
Cities Local Tile Contractors Association, as
a board member and technical methods and
standards committee member for NTCA, and most recently as chairperson
of the NTCA training and education committee.
Spring
2014
2016
Fall 2014
17
27
37
ALUMNI CLASS NOTES
One Augsburg College memory treasured by
Glenn Hamberg ’65 is the teaching style and
effectiveness of W. LaMarr Kopp in German
class. Other faculty members who influenced
Hamberg as a student were Mario Colacci from
the department of New Testament Greek and
Latin, Courtland Agre from chemistry, Gerald
Thorson ’43 from English, and Paul Sonnack ’42.
Hamberg’s present interests include crossword
puzzles, computers, movies, Jeopardy,
volunteering, travel, and spending time with
his grandchildren and wife, Sandra (Edstrom)
Hamberg ’66.
Jerry Hamlin ’65 works part time. He likes to
volunteer and to travel in his free time. He
treasures his memories of Augsburg basketball
games, the convocation with Nobel Prize winner
Linus Pauling, and feeling like every day was a
good day. He was most influenced by Donald
Gustafson and Carl Chrislock ’37 in history, and
Sheldon Fardig in education. Hamlin and wife,
Jari, have four children and 10 grandchildren.
James Harbo ’65 has a full-time dental
practice in New York. He enjoys visiting his
two grandchildren in Pennsylvania, doing
church work, reading theology, participating
in a book club, and aging well! He fondly
remembers his dorm friendships, baseball,
Augsburg Choir concerts, and soaking up the
culture of Minneapolis. The past 50 years have
heightened his appreciation of his years at
Augsburg where, he says, there was “much
goodness and inspiration.” Harbo and wife,
Amy, have three children.
Today you can find Peter Jacobson ’65
woodworking, volunteering, or traveling. He
and wife, Lynne, have two children and two
grandchildren. His fondest memories of
Augsburg include dorm life all four years,
Augsburg basketball, being a resident assistant,
and spending afternoons in the physics lab.
He was most influenced by physics professor
Theodore “Ted” Hanwick.
28
Julie (Gudmestad) Laudicina ’65 and husband,
Joe, love to travel and recently celebrated their
30th wedding anniversary with a cruise on
the Danube River. She also enjoys gardening,
reading, leading a book club, and living in
New York City. She has been a civil wedding
officiant for 10 years and has married more
than 300 couples from around the world. Some
For 12 years, David Raether ’78 wrote for TV comedy
sitcoms, including “Roseanne.” After building his career,
he took a break to focus on his family and found the job
market had changed completely when he attempted to
return to the field. After struggling and becoming homeless,
he says, he discovered that he was far more resourceful
and resilient than he had ever dreamed. Raether delivered
a TEDxAmherst talk and wrote a book about his experiences
titled, “Tell Me Something, She Said.”
From the NOW@Augsburg blog.
Visit augsburg.edu/alumni/blog to read more.
of her memories of Augsburg include listening
to choir practice, freezing at football games,
enjoying her many friends, and participating
in student government and chapel. She
was most influenced by faculty members
Phil Quanbeck Sr. ’50, professor of religion;
Anne Pederson, professor of English; and
Philip Thompson, professor of art. She also
remembers Dean of Students Glen Johnson
and Dean of Women Fern Martinson. Laudicina
would most like to thank her parents, both
Augsburg alumni, for encouraging her to live
and learn with a strong set of values.
Sharon (Dittbenner) Klabunde ’65 plays in a
mountain dulcimer band, and loves to travel
and garden. She remembers chapel time from
her days at Augsburg and also living in a house
as a freshman where, she says, there were
three women to a room who shared one dinky
closet. She enjoyed working in the cafeteria.
Bette (Bodin) Leeney ’65 and husband, Jack,
love their home in Florida. They have a pool
and use it a lot. She likes to garden and to
welcome the family, mostly in the winter! Her
treasured memories of Augsburg focus on the
good values she learned and kept with her. She
remembers the assassination of President John
F. Kennedy and how difficult that was. She
admired Dean of Students Peter Armacost, who
supported her when her father passed away.
Her psychology and social work professors
inspired her to get her master’s degree in
social work. She and Marie (Bergh) Sandbo ’65
met freshman year and have remained friends
for 50 years. They share the same birthday.
Carol (Welch) Langness ’65 and husband, Gary,
spend every January to April in the East African
city of Iringa, Tanzania, along with their synod
partners in the Iringa Diocese. They have two
children and three grandchildren.
As a student, John Luoma ’65 was influenced
by Mario Colacci, professor of classical
languages; Carl Chrislock ’37, professor of
history; and William “Bill” Halverson ’51,
professor of religion. He treasures memories
Augsburg Now
of chapel, serving as student body president,
and Augsburg’s emphasis on vocation, service,
and faith active in love. Luoma is a minister of
education at Hope Lutheran, The Villages. He is
a Via de Cristo coordinator, a Diaconate teacher,
and likes to travel and bowl. He and wife, Gracia
(Nydahl) Luoma ’66, have two sons. Their oldest
son, Aaron, passed away in January 2015.
LeRoy Martinson ’65 retired in June 1998 after 33
years of teaching math and coaching skiing. Now
he stays active with tennis, volleyball, and five
grandchildren. He lives with wife, Micki, in Cross
Lake, Minnesota. His memories of Augsburg are
of his math teachers, his coaches, and student
teaching with Ms. Anderson. He was influenced
by professor of math George Soberg ’26,
professor of physical education Howard “Howie”
Pearson ’53, and Coach Edor Nelson ’38.
Martinson is a member of the Minnesota State
High School Coaches Hall of Fame.
Dan and Mary (Tildahl) Meyers ’65 met during
their freshman year at Augsburg. The couple
celebrated their 50th anniversary, Dan has
worked for AdvisorNet Financial for 50 years,
and it’s been 50 years since he graduated from
Augsburg. Dan remembers playing basketball
and baseball, and he was influenced most
by Ernie Anderson ’37 and Edor Nelson ’38.
He would thank Milt Kleven ’46, if he could,
for funding his scholarship. Dan keeps busy
with work, golf, reading, and basketball. Mary
enjoys walking, reading, caring for a grandson,
and traveling. She treasures the friendships
she made at Augsburg and meeting Dan
there. Carl Chrislock ’37 and her world history
class helped her realize she wasn’t a history
major. Mary says that Augsburg has been an
influence in their lives for 50 years. Whether
they return for athletic games, homecoming
or concerts, it always feels like coming home.
The Meyers have two children and three
grandchildren.
Larry Nelson ’65 thanks Theodore
“Ted” Hanwick, of the Physics
Department, for his challenging
and thorough classes. Nelson’s
Augsburg education provided a solid
foundation for his career in science
education. He enjoyed teaching
various areas of biology, in addition
to wilderness-based experiential
education. His fondest Augsburg
memories are of morning chapel,
convocations, studying in the library,
concerts, sporting events, and social
activities. Nelson says Augsburg
also prepared him for continued
spiritual growth. Today, he likes to
travel, read, garden, volunteer, do
house maintenance, and spend
time with his family. He and wife,
Marilyn, have two daughters and five
grandchildren.
Becky (Walhood) Nielsen ’65
remembers her good friends from
Miriam House. She and husband,
Steve Nielsen ’64, have three
daughters, 10 grandchildren,
and a great-grandchild. Their
granddaughter, Morgan Kenny ’17,
attends Augsburg.
Lois Peterson ’65 would thank Mimi
Kingsley, professor of Spanish,
for telling her that she had “a gift
for language.” Peterson is fluent
in Spanish, and she visited Mimi
in Chile prior to her death. Today,
Peterson enjoys traveling and
has been to Costa Rica, Mexico,
Norway, and Spain. She remembers
being in a class Bill Halverson ’51
taught in Old Main when the
news came of President John F.
Kennedy’s death, and watching the
Beatles for the first time while in
The Grill. She loves life in Denver,
where her children live nearby.
Leland Sateren ’35 most influenced
Sharon (Bjugstad) Ronning ’65, and
she has spent her life involved in
music. She sings in the Masterworks
Chorale, directs a church choir,
and teaches piano. Other activities
include knitting, spending time at
her cabin, and enjoying her four
children and eight grandchildren.
She met husband, Don Ronning ’66,
in the Augsburg Choir. Don passed
away in 2000.
Marie (Bergh) Sandbo ’65 and
husband, Hans Sandbo ’63, will
celebrate 50 years of marriage this
year. Marie likes to travel, spend
time with grandchildren, and serve
on the Heritage Committee at
church, all while continuing to run
a small business from home. Her
treasured memories of Augsburg
include the friendships made and
her studies in library science. Don
Gustafson, Martha Mattson ’28,
Ruth Aaskov ’53, Dick Husfloen ’60,
and Pat Parker are the faculty and
staff who most influenced Marie.
Two of the Sandbos’ three children
graduated from Augsburg.
1991
On October
13, 2015,
David Johnson ’91 was
promoted to Colonel in
the North Dakota Army
National Guard. He is a
senior Army chaplain for
the state. Johnson also is
an ELCA pastor serving
as a full-time chaplain for
the North Dakota Army
National Guard. He has
been serving in this call
for the past 12 years. Previous to this role, he served parishes in
central and eastern North Dakota.
Terry Simonson ’65 and wife,
Patricia, live in Saskatoon,
Saskatchewan, where he serves as
a half-time chaplain at a residence
for seniors. Three generations
share their home, and his three
granddaughters are the joy of his
life. The memories of Augsburg
that he treasures are good times
spent with roommates and learning
Greek and Latin (his major). Erwin
Mickelberg ’54 was influential in
Simonson’s decision to attend
Augsburg. These days, he is
interested in quantum physics and
continues to explore the subject.
2006
Heather
(Nystrom)
Finholm ’06 and husband,
Jeffrey, announce the
adoption of their twin
sons, Joseph and
Matthew, born April 30,
2015, and adopted on
July 27, 2015.
2007
Lázaro G.
Payano Stark
was welcomed into this
world at home with the
help of his midwives on
April 3, 2015. He is the
son of Jenessa Payano
Stark ’07 and Geomar
Payano Stark. The
family resides in south
Minneapolis.
This fall, seven Auggies served on the varsity football coaching staff at Osseo (Minnesota)
High School and helped lead the team to its first Class 6A state championship. The group
of Augsburg alumni included Jack Osberg ’62, Derrin Lamker ’97, Mark Joseph ’01, Andy
Johnson ’04, Jordan Berg ’09, Royce Winford ’09, and David Tilton ’12.
From the NOW@Augsburg blog.
Visit augsburg.edu/alumni/blog to read more.
Spring
2014
Fall 2014
Spring
2016
17
37
29
ALUMNI CLASS NOTES
Win Stiefel ’65 taught school in Alaska and
now lives with wife, Gracia (Olson) Stiefel ’66, in
Glennallen, Alaska. He spent 10 years teaching
at a Bible college and 10 years in Russia
helping Evangelical churches. These days he
drives a school bus, enjoys 10 grandchildren
and a great grandchild, cuts firewood, and
volunteers at missions. He remembers
traveling with the wrestling team, canoeing on
the Mississippi River, and listening to the Basin
Streeters. If he could thank someone, it would
be the old man outside Cedar Ave. Mission
who asked him and others whether or not they
were saved.
Steve Strommen ’65 likes to spend his days
playing “Old Timer” softball, bird hunting,
appreciating winters in San Diego and
summers at a Minnesota cabin, performing
home renovations, and enjoying his family
and grandchildren. He has many memories
from athletics at Augsburg, including three
championship basketball teams and a
championship in baseball. The most influential
people during his time at Augsburg were Carl
Chrislock ’37 and coaches Ernie Anderson ’37
and Edor Nelson ’38. He and wife, Chynne,
have two children and five grandchildren.
Sharon (Topte) Taeger ’65 and David Taeger ’65
recently moved to Camrose—a city in
Alberta, Canada—after living for 19 years
in Whitehorse, Yukon Territory. Sharon likes
to read, paint, and socialize. David likes to
listen, watch, and marvel at the growth and
development of children, especially their four
grandchildren. He also enjoys reading and
being with friends. David received his M.Div.
from Northwestern Theological Seminary. He
was most influenced by Mario Collacci and
Carl Chrislock ’37 while at Augsburg. Sharon
and David have two children.
Virg Vagle ’65 would thank Ernie Anderson ’37,
Edor Nelson ’38, and Ed Saugestad ’59 for
being influential during his time at Augsburg.
Vagle enjoys golfing, traveling, and being with
his grandchildren. He and wife, Pat, have
seven children and 12 grandchildren.
Lyndy West ’65 fondly remembers playing in
the concert band and in the Basin Streeters, a
group that performed for Augsburg basketball
games. He entered Luther Seminary after
graduating from Augsburg and served
parishes in Los Angeles, inner-city Chicago,
and Minnesota. He officially retired in 2012.
He says the smartest thing he ever did was
to marry Diane Haas in 1969. They have four
children and four grandchildren. They like to
bike, travel, read, participate in music at their
church, and lead polka services. He thanks his
parents for encouraging him and his siblings to
attend Augsburg.
1967
John Schwartz ’67 is in his sixth
season with the acclaimed Apollo
Chorus of Chicago, which was formed in
1872. Schwartz serves as vice president of
its board. Auggie singers in the Chicago area
can audition to join this 130-member chorus.
Details can be found at Apollochorus.org.
1975
Glen Teske ’75 is enjoying the
adjustment to retirement after
working for 40 years in the IT department
at Hennepin County. Among his treasured
memories as a student at Augsburg are
business administration classes, tutoring
other students, and the friendships he made.
He also remembers playing four years of
basketball and winning the MIAC conference
title in 1975. He thanks professor of history
Khin Khin Jensen, adviser and professor of
business Keishiro Matsumoto, mentor Jeroy
Carlson ’48, and coaches Butch Raymond ’63
and Erv Inniger for their impact on his life.
1979
Laura (Rolfe) Matuska ’79 has
been selected as WeCAB’s
part-time community outreach fundraiser.
WeCAB provides door-to-door supplemental
transportation in the Westonka and eastern
Carver County service areas for people who
are unable to drive to medical appointments,
church, social events, the grocery store, or the
food shelf. Matuska has significant experience
working with seniors and clients, providing
case management to support transitions
through all levels of senior living. She has
launched volunteer programs, developed a
hospital-based domestic abuse intervention
program, and is a successful grant writer.
Matuska also has worked with many volunteers
in a variety of positions.
1980
The new Bill Simenson Quintet
recently debuted at The Nicollet.
Leader Bill Simenson ’80 (trumpet) has been
performing professionally in the Twin Cities
for nearly 30 years. After earning his degree
in music and political science at Augsburg,
he attended the University of Trondheim
in Norway where he studied music at the
graduate level. Catch the Bill Simenson
Orchestra, a larger ensemble, once a month at
Jazz Central in Minneapolis.
1981
Rob Hubbard ’81 tells the story of the
hilarity, irreverence, and imagination
of the Brave New Workshop in his new book,
“Brave New Workshop: Promiscuous Hostility
and Laughs in the Land of Loons.” The
book, from The History Press, celebrates the
marvelous, unexpected, and absurd history
of this one-of-a-kind comedy institution. The
owners of Brave New Workshop are John
Sweeney and Jenni Lilledahl ’87.
1987
Tammy Jo Rider ’87 received a
2015 Leadership Award from the
2015
2013
Amanda Rowan ’13 and Jordan Lakanen ’14 married
August 8, 2015. Auggies in the wedding party included:
Eric Lakanen ’02, Stephanie Nelson ’13, Rachel Rixen ’13, and Ashley
(Carney) Wolke ’13.
30
Augsburg Now
Top row [L to R]:
Tyler Dorn ’15
and Alisha Esselstein ’15
were married on June 20,
2015, at Sugarland Barn
in Arena, Wisconsin. Many
Auggies participated in
and attended the wedding.
Bottom row [L to R]: Best
man Alex Obanor, Augsburg Department of Public Safety officer; Dustin
Parks ’16; Keisha Barnard ’16; bridesmaid Alia Thorpe ’15; bridesmaid Lily
Moloney ’15; maid of honor Rachel Shaheen ’15; ceremony musician Becky
Shaheen ’11; and officiant Rev. Mike Matson ’06.
ALUMNI CLASS NOTES
After graduation, Joshua Harris ’08 moved to Baltimore drawn to the service
opportunity of working with Alpha Phi Alpha, the oldest inter-collegiate communityservice-oriented fraternity founded by African-Americans. Harris serves as managing
editor of APA’s journal, “The Sphinx.” He works with other community leaders
in Baltimore on many initiatives, including one to build a network of individuals,
businesses, and organizations that can provide internships, scholarships, and
mentorship opportunities for high school students. He returned to Minneapolis in
fall 2015 to speak on a panel at the Augsburg Young Alumni Council’s networking
event at Surly Brewing Co. Harris is running for mayor of Baltimore. Learn about his
campaign at harrisforbaltimore.com.
From the NOW@Augsburg blog.
Visit augsburg.edu/alumni/blog to read more.
Southeast Minnesota affiliate of the National
Alliance on Mental Illness.
1991
Bill Koschak ’91 was hired as the
chief financial officer at YA, which
is an industry market leader in delivering
omni-channel marketing promotions for the
nation’s most respected brands. Before joining
YA, Koschak was vice president of finance
and CFO for the convenience and foodservice
business at General Mills.
2000
Lewis Nelson ’00 joined the
University of Virginia’s Darden
School of Business MBA for Executives.
He blogs about the experience at
wanderingveteran.com.
2007
Barrozo is studying the development of
novel gene therapy treatments for human
diseases caused by persistent viral infections
and mutations of the genome. The goal of
his research is to develop safe and effective
strategies for treating these diseases. He also
has worked as a Post-Baccalaureate Research
Program Scholar at the University of Georgia.
2015
Hannah Frey ’15 has an
AmeriCorps position in the
Community Technology Empowerment
Project, which helps bridge the “digital
divide” for new immigrants and low-income
communities in Minneapolis and St. Paul. She
serves at Roseville (Minnesota) Library as a
digital literacy coordinator for adult technology
programming and outreach.
Kati (Tweeten) Bergey ’07 married
Brandon Bergey on October 18,
2014. Kati teaches sixth grade for MabelCanton Public Schools in Mabel, Minnesota.
Heidi Heller ’15 has accepted a job as a
historian and researcher with Hess Roise
Historical Consultants.
2012
GRADUATE
Lauren Grafelman ’12 graduated
with her MBA from Hamline
University in August 2015.
William “Billy” Hamilton ’12 graduated from
the University of Minnesota Law School
in May and received news that he passed
the Minnesota Bar Exam in July. He began
work as a public defender in training at the
Hennepin County Public Defender’s Office.
He has found his vocation!
2014
Enrico Barrozo ’14 is pursuing
a doctorate in genetics and
genomics at the University of Florida,
supported by the McKnight Doctoral, UF
Graduate School, and Top-Up fellowships.
Ava Beilke ’14 MBA formed her own social
media consulting business, Paragon Social
(paragonsocialco.com or @paragonsocialco on
Twitter), with the desire to help individuals and
small businesses excel in social media. Beilke
studied communications in undergrad and
pursued her MBA to round out her business
expertise. She now fuses her creative skills with
her business savvy to create the most effective
social media efforts.
Katie Koch ’01 is the new Director
of Auggie Engagement at Augsburg
College. Koch comes from a diverse
background of performing arts
management, having most recently
worked at The O’Shaughnessy
Auditorium at St. Catherine University
as an event and administrative
manager. Koch worked for nearly
five years at the Guthrie Theater as
an assistant to former director Joe
Dowling, where she supported the
Guthrie Board of Directors and highprofile visiting artists. During her time
at Augsburg, Koch was a member
of The Augsburg Choir, Augsburg
Concert Band, and Augsburg Jazz
and Gospel Praise. She served
as an admissions ambassador, a
student coordinator for new student
orientation in 1999 and 2000, and
wrote for the Augsburg Echo.
Spring 2016
31
In memoriam
Dwight E. Elving ’37, Mercer
Harvard E. Larson ’50,
Island, Washington, age 99, on
September 17.
Greeley, Colorado, age 86, on
September 14.
James K. Horn ’59, Lino Lakes,
Minnesota, age 83, on
November 26.
Isabella “Bella” (Frazier)
Sanders ’73, Park Rapids,
Evelyn B. (Wibeto) Stone ’41,
Alexandria, Minnesota, age 98, on
November 26.
Wesley N. Paulson ’51,
Eugene “Pete” S. Peterson ’59,
Gregory J. Semanko ’73,
Altoona, Wisconsin, age 88, on
December 2.
Jackson, Minnesota, age 78, on
October 17.
Dassel, Minnesota, age 64, on
September 16.
J. Maurice “Maury” Erickson ’42,
Vermillion, South Dakota, age 95,
on September 10.
Walter L. Dilley ’52,
Paynesville, Minnesota, age 88,
on October 14.
Peter M. Locke ’60, South St.
Paul, Minnesota, age 82, on
November 30.
Brent M. Amundson ’78, Colorado
Springs, Colorado, age 61, on
December 3.
Helen L. (Fevold) Nelson ’43,
Woodrow W. Wilson ’53,
Gayle J. Arvidson ’61, Newburgh,
Minneapolis, age 94, June 4.
Lincoln, Nebraska, age 97, on
September 11.
Indiana, age 84, on December 25.
David C. Eitrheim ’79,
Menomonie, Wisconsin, age 58,
on January 1.
Chester E. Hoversten ’44,
Northfield, Minnesota, age 93, on
November 16.
Joyce E. (Gronseth) Limburg ’44,
Erling B. Huglen ’54, Roseau,
Minnesota, age 83, on
December 19.
Harvey L. Jackson ’61, Park
River, North Dakota, age 78, on
September 28.
Morgan S. Grant ’82, Willmar,
Kelly M. Williams ’92, Edina,
Minnesota, age 45, on August 25.
River, North Dakota, age 51, on
October 13.
Apple Valley, Minnesota, age 93,
on October 10.
Allan J. Kohls ’54, Minneapolis,
age 87, on October 4.
John D. Sorenson ’62, Hickory,
North Carolina, age 75, on
November 2.
Elise H. (Hoplin) Anderson ’45,
Marvin S. Undseth ’54, Salem,
Lee E. Keller ’63, San
Edina, Minnesota, age 96, on
October 13.
Oregon, age 90, on October 12.
Bernardino, California, age 80, on
August 27.
Edgar A. Emerson ’46,
Minnesota, age 81, on
September 30.
Perham, Minnesota, age 90, on
December 3.
Guilford “Guy” L. Parsons ’47,
Minneapolis, age 94, on
September 17.
Ruth E. (Thompson) Larson ’48,
Clearbrook, Minnesota, age 92, on
December 26.
Rolf Heng ’55, Fergus Falls,
Elmer Karlstad ’55, Warroad,
Minnesota, age 91, on
November 14.
Alfred E. Kaupins ’57, Cedar
Rapids, Iowa, age 88, on
November 25.
Joyce (Hanson) Holbrook ’65,
Lincoln, California, age 72, on
December 27.
Edythe “Edie” (Berg) Johnson ’65,
Stillwater, Minnesota, age 72, on
October 1.
Marilyn J. Larson ’65, Estes Park,
Colorado, age 73, on November 3.
Lawrence “Larry” C. Pratt Jr. ’57,
Joyce A. (Schuchart) Hagerty ’66,
Minnesota, age 88, on October 16.
St. Anthony, Minnesota, age 81,
on July 12.
Oneida, Illinois, age 72, on
December 4.
Paul I. Roth ’49, White Bear
Eldri R. (Johanson) Salter ’57,
Lake, Minnesota, age 90, on
November 21.
Pocatello, Idaho, age 80, on
September 8.
Philip “Phil” A. Walen ’70,
Stillwater, Minnesota, age 67, on
September 9.
Arne Simengaard ’49,
Dennis F. Gibson ’59, Edina,
Russell “Jeff” J. Quanbeck ’71,
Fridley, Minnesota, age 88, on
November 28.
Minnesota, age 83, on
September 5.
Bloomington, Minnesota, age 67,
on December 1.
Allen J. Moe ’48, Dawson,
Minnesota, age 85, on October 1.
Minnesota, age 55, on August 28.
Thomas D. Orstad ’93, Park
Earl R. Kinley III ’94, Eagan,
Minnesota, age 55, on
December 18.
Christine L. (Quandt) Edinger ’99,
Madison, Wisconsin, age 49, on
December 19.
Judith A. (Gretz) Roy ’99,
Minneapolis, age 68, on
September 24.
Traci M. Singher ’12, ’15 MSW,
Minnetonka, Minnesota, age 44,
on December 1.
Dustyn B. Hessie ’13,
Minneapolis, age 27, on June 15.
Augsburg College Women’s
Basketball Head Coach William
“Bill” L. McKee, New Brighton,
Minnesota, age 62, on August 27.
The “In memoriam” listings in this publication
include notifications received before January 10.
32
Augsburg Now
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LeVar Burton encourages the next generation
Actor, director, writer, producer, and educator LeVar Burton—best known for his roles in “Roots,” “Star Trek: The Next Generation,”
and “Reading Rainbow”—inspired prospective students to make positive change in the world. Burton’s presentation took place
this winter during Scholarship Weekend, an annual event where prospective students compete for the President’s and Fine Arts
scholarships.
Show less
2016-2017
UNDERGRADUATE
CATALOG
Introduction
Undergraduate Catalog
2016-2017
Official Publication of Augsburg College
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg College Undergraduate Catalog contains information about academic program requirements and
academic and student ... Show more
2016-2017
UNDERGRADUATE
CATALOG
Introduction
Undergraduate Catalog
2016-2017
Official Publication of Augsburg College
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg College Undergraduate Catalog contains information about academic program requirements and
academic and student policies and procedures for Fall Semester 2016 - Summer Semester 2017. It is subject to change
without notice.
The catalog is intended to complement other College publications including the Student Guide and College website. It is
important for students to be familiar with all College policies and procedures. Students are strongly encouraged to
consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements.
Published 2016
Phone: 612-330-1000
www.augsburg.edu
1
A Greeting from the President
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. This is a map grounded in Augsburg’s mission: “To educate students to be informed citizens, thoughtful
stewards, critical thinkers, and responsible leaders.”
What has prompted you to study this map of Augsburg College? If you’re already enrolled at Augsburg, I trust you will
continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope you
will be reminded of the relationships and commitments you have formed at Augsburg—they will last a lifetime. I also
hope that you find in this map signposts of the progress you have made in your vocational journey and that you will
continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next
several years.
If you are studying this map to find out more about Augsburg 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
your own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service
experiences that transform theory into action and unite the liberal arts with the practical in preparing students as
faithful citizens in a global society.
The experience you are undertaking at Augsburg—or thinking of undertaking—will 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, Ph.D.
President
2
About Augsburg
At Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new
experiences, and of new possibilities. We also believe that a liberal arts education is the best preparation for living in the
fast-paced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not
only the mastery of a major field of study, but also the ability to think critically, creatively solve problems, and
communicate effectively.
Discovering Your Gifts and Talents
The heart of an Augsburg undergraduate education is the Augsburg Core Curriculum—designed to prepare students to
become informed citizens, thoughtful stewards, critical thinkers, and responsible leaders; and thus achieve the
educational goals of our mission. Through “Search for Meaning” courses, students explore their own unique gifts and
interests and find where their own talents intersect with the needs of our global society; their vocation
At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical
thinking, and quantitative reasoning, to name a few.
Thanks to Augsburg’s prime locations in the heart of thriving metropolitan areas, many courses are able to offer rich and
varied learning opportunities in real-life situations through academic internships, experiential education, volunteer
community service, and cultural enrichment. In a sense, the resources of the Twin Cities and Rochester are extended
campuses for Augsburg students.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as
testaments to the College motto, “Education for Service,” and mission:
Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity
in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies,
guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings.
Campus Location
Augsburg College is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is
bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University
of Minnesota Medical Center.
Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s
leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is
blocks from the METRO Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and St.
Paul, as well as the Minneapolis International Airport.
History
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, WI, 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
3
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 more than 140 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 Focus Changed
Traditional attitudes began to change after World War I. In 1911, George Sverdrup, Jr. became president. He worked to
develop college departments with an appeal to a broader range of students than just those intending to be ministers.
Augsburg admitted women in 1922 under the leadership of longtime dean of women, Gerda Mortensen.
The College’s mission assumed a double character: ministerial preparation together with a more general education for
life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (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
had become a larger part of the institution than the seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential to a liberal arts college, offering a modern college program based on general
education requirements and elective majors. Full accreditation of the College was achieved in 1954.
A study in 1962 defined the College’s mission as serving the good of society first and the interests of the Lutheran Free
Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the
Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church
merged with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America.
A College in the City
Under the leadership of President Oscar A. Anderson (1963-1980), Augsburg became a vital and integral part of the city
of Minneapolis. The College began to reach out to nontraditional student populations, ensuring educational opportunity
for all students. Also in these years, Augsburg added 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, Lobeck, Miles 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. Augsburg’s Rochester campus
was added in 2002, further expanding Augsburg’s presence in key cities in the state of Minnesota.
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Dr. Paul C. Pribbenow became president 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.
5
Augsburg Today
Augsburg continues to reflect the commitment and dedication of the founders who believed:
An Augsburg education should be preparation for service in community and church.
Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative,
and successful citizens.
The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg
students.
The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg
prepares its students to become effective, ethical citizens in a complex global society.
In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers numerous master’s
degree programs as well as a doctoral program in nursing practice. For information about graduate programs, go to
www.augsburg.edu/grad.
Undergraduate and graduate education is offered in a variety formats. In addition to its Minneapolis campus, Augsburg
has a branch campus in Rochester, MN.
Centers of Commitment
The four Centers of Commitment articulate core values that inform the institutional mission of Augsburg College both
internally and externally: each Center provides a bridge between curriculum and community; each works to realize the
College's Strategic intention to "educate for lives of meaning and purpose" as well as to ensure the College is "at the
table" with community partners in relationships of mutual benefit that enhance the College's distinctive identity and
deepen the educational experiences of our students. Their themes are reflected in Augsburg's mission: informed
citizens, thoughtful stewards, critical thinkers, and responsible leaders.
Minneapolis-based Day Program
Augsburg’s Minneapolis-based Day program offers more than 50 majors—or you can create your own major, either on
campus or through the Associated Colleges of the Twin Cities (ACTC). The Day Program provides an educational
opportunity for students who want to earn a bachelor’s degree through courses that meet during the day or in the
evening. Students in the Day Program pay comprehensive tuition that allows them to register for between 12-19
semester credits per term. ACTC is a five-college consortium that allows Day Program students to take courses on other
campuses without additional charge while a full-time student at Augsburg. The ACTC consortium includes Augsburg
College, St. Catherine University, Hamline University, Macalester College, and the University of St. Thomas. (See
Associated Colleges of the Twin Cities (ACTC) section).
Adult Undergraduate Program
Augsburg’s Adult Undergraduate Program provides an educational opportunity for adults who want to earn a bachelor’s
degree with a flexible schedule and with a learning environment that acknowledges the real life experience adult
students bring to the classroom. It is a means by which 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 and professional
studies.
The Weekend and Evening College (WEC) program began in 1982 with 69 students taking courses in three majors. The
program eventually grew to approximately 1,000 students in 18 majors in the liberal arts and professional studies, one
of the largest programs of its type among Minnesota private colleges.
In Fall 2014, the WEC program began a three year transition into the Adult Undergraduate Program (AU). Current
students may continue in the WEC program until spring semester 2017. New students began joining the AU program in
Fall 2014.
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Program Transition Timeline
WEC classes will continue to be offered on the evenings and weekends through spring semester 2017. After that term,
the program will sunset and all courses will be offered in the AU program. During the transition, WEC students will be
able to register for courses in the WEC, AU, or Day programs, depending on their schedule needs. WEC courses will
continue to be offered in the hybrid learning model, combining traditional, face-to-face class time, with online and out
of class coursework.
Adult Undergraduate Schedule
The AU schedule is designed to meet the needs of adult students. Courses in individual majors will meet on the same
night of the week, on an alternating bi-weekly schedule for the duration of the major. The alternating weeks of the
semester are labeled “Maroon” and “Silver.” Students select courses from both the maroon and silver schedules,
creating an alternating schedule of classes.
Face-to-face meetings occur on alternating weeks for three-and-a-half hours on Monday, Tuesday, Wednesday or
Thursday, depending on the program. Online and out-of-class work occurs during the non-class meeting week. AU
students may attend part-time or full-time each semester.
Minneapolis - Adult Undergraduate Program
Augsburg’s adult undergraduate program offers the flexibility you need, and is delivered in a hybrid-learning format,
combining the benefits of face-to-face classroom instruction with the convenience of online learning. The program
offers more than 10 majors designed to help you finish your bachelor’s degree quickly and efficiently, in as little as two
years.
Augsburg also offers courses from several Day Program majors during the evening in a traditional classroom setting.
These majors include American Indian Studies, computer science, and English/creative writing. Please note that not all of
the required courses for the Day Program majors are offered in the evening. For a complete list of degree completion
programs offered in the AU Program, visit www.augsburg.edu/pro/majors.
Rochester - Adult Undergraduate Program
Augsburg’s branch site in Rochester was established in 1998 as a natural extension of the College’s mission and its
expertise in teaching working adults. A variety of undergraduate majors are offered.
The Rochester site classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the heart
of the city, which is home to more than 100,000 residents. It is a city that enjoys a rich ethnic diversity and superior
technological resources.
In Rochester, Minnesota, students complete the same degree requirements as students in the Minneapolis
undergraduate program. Augsburg classes in Rochester meet on a semester schedule with classes taking place on
weekday evenings, making them accessible to working adults. As with the adult undergraduate program in Minneapolis,
Rochester classes are delivered in a hybrid-learning format, combining the benefits of face-to-face classroom instruction
with the convenience of online learning. There are 8 majors offered in Rochester, some of which must be completed by
taking courses at the Minneapolis campus. In addition to the degree programs that can be completed entirely in this
location, students may work on a variety of other majors through a combination of Rochester and Minneapolis-based
evening courses.
Students at the Rochester site are Augsburg 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.
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Minneapolis Campus Facilities
Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A
tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music
Hall, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication.
Admissions Office—The Office of Admissions is located on the lower level of Christensen Center.
Anderson Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg College from 1963 to 1980, and this
residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as
well as the Master of Science in Physician Assistant Studies; Center for Global Education; and the Office of Marketing
and Communication.
Center for Wellness and Counseling—The Center for Wellness and Counseling offers programs and services that
enhance student learning by promoting personal development and well-being.
Christensen Center (1967)—The College Center, with the Admissions Office, student lounge and recreational areas, the
Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy
center, and offices for student government and student publications.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the
Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use.
Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition
of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also
housed in this complex, which provides space for campus ministry, the drama and communication offices.
Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for
Augsburg and the metropolitan community.
Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry
Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical
education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions
and brings together the computer technology resources of the College. It also houses the Gage Center for Student
Success. The library is located on the corner of 22nd Avenue and 7th Street and the Center for Learning and Adaptive
Student Services (CLASS).
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, the Department of Public Safety and a lounge area.
Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two
rehearsal halls, music libraries, practice studios, and offices for the music faculty.
Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with
classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with
architectural details from the past. It is included on the National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP
program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Bernhard Christensen
Center for Vocation, the Master of Business Administration Program, the Master of Arts in Leadership program, the
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Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble
Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center.
Science Hall (1949)—Houses classrooms; 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, as well as
classrooms and faculty offices.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third
presidents, it contains the President’s Office, Human Resources, 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.
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Accreditation, Approvals, and Memberships
Augsburg College is accredited by:
The Higher Learning Commission (HLC)
National Council for the Accreditation of Teacher Education (NCATE)
Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
Commission on Collegiate Nursing Education (CCNE) (Bachelor, Master, and Doctorate level degrees)
Council on Social Work Education (CSWE) (Bachelor, Master level degrees)
Augsburg’s programs are approved by:
American Chemical Society (ACS)
ADD American Music Therapy Association (AMTA)
Minnesota Board of Teaching
National Accrediting Agency for Clinical Laboratory Sciences (NAACLS)
National Association of Schools of Music (NASM)
Augsburg College is an institutional member of:
American Association of Colleges and Universities (AAC&U)
American Association of Colleges of Teacher Education (AACTE)
American Association of Higher Education (AAHE)
American Music Therapy Association, Inc. (AMTA)
Association of International Education Administrators (AIEA)
Campus Compact
Council of Independent Colleges (CIC)
Council on International Educational Exchange (CIEE)
Diversity Abroad Network
The Forum on Education Abroad
Institute of International Education (IIE)
Lutheran Education Council in North America (LECNA)
National Association of International Educators (NAFSA)
National Association of Schools of Music (NASM)
National Society for Experiential Education (NSEE)
Physician Assistant Education Association
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)
Augsburg College is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71.
Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other
institutions. Minnesota Office of Higher Education, 1450 Energy Park Dr., Suite 350, St. Paul, MN 55108,
www.ohe.state.mn.us; 651-642-0533.
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Policies
Non-Discrimination Policy
Augsburg College, as affirmed in its mission, prohibits discrimination on the basis of race, color, religious belief, national
or ethnic origin, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status,
genetic information, status with regard to public assistance, or citizenship in its educational policies, admissions policies,
employment, scholarship and loan programs, athletic and/or school-administered programs, except in those instances
where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg College is
committed to providing reasonable accommodations to its employees and students with disabilities. (Approved by
Board of Regents on October, 2014)
For further information, please contact the College’s Title IX Officer:
Ann Garvey| Vice President of Student Affairs| Student Affairs
Memorial Hall, Room 118G| 612-330-1168| garvey@augsburg.edu
Additionally, the College has four Deputy Officers:
Deputy Officer for Students:
Sarah Griesse| Dean of Students
Memorial Hall, Room 118F| 612-330-1489| griesse@augsburg.edu
Deputy Officer for Employees:
Lisa Stock| Director and Chief Human Resources Officer
Memorial Hall, Room 19| 612-330-1783| stock@augsburg.edu
Deputy Officer for Athletics:
Kelly Anderson Diercks| Associate Athletic Director
Si Melby Hall, Room 205E| 612-330-1245| diercks@augsburg.edu
Deputy Officer:
Leif Anderson| Vice President and Chief Information Officer
Memorial Hall, Room 124D| 612-330-1497| andersol@augsburg.edu
The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist
as investigators of complaints.
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students
regarding their education records. Each year Augsburg 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. The student must request to review their education records in writing with their signature. The College will
respond in a reasonable time, but no later than 45 days after receiving the request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate,
misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that
the record should be changed if Augsburg decides not to alter your education records according to your request.
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Right to give permission for disclosure of personally identifiable information
You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information
contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize
disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to
school officials who have legitimate education interests. A school official is a person employed by the 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 regents, or a student serving on an official committee, such as a disciplinary or
grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate
educational interest if the official needs to review an education record in order to fulfill his or her professional
responsibility.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may
be released for any purpose at the discretion of Augsburg 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
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 Registrar’s Office must be notified in writing of your intent to withhold your Directory
Information.
Right to complain to FERPA Office
You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400
Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter.
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Annual Security Report
The Annual Security Report (ASR) for Augsburg College contains statistics on reported crimes on and near Augsburg
property and campus, as well as institutional policies concerning campus security and crime. The Department of Public
Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and
Crime Statistics Act. The report is available online at www.augsburg.edu/dps/reports. For a printed copy, contact
Augsburg’s Department of Public Safety at 612-330-1717.
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
inside.augsburg.edu/studentaffairs/studentguide.
Official Notices
A College-provided e-mail account shall be an official means of communication with students, faculty, and staff of
Augsburg College. Students, faculty, and staff are responsible for all information sent to them via the College-provided email account. Students should regularly check their e-mail account. If a student, faculty or staff member chooses to
forward their Augsburg e-mail, they are responsible for all information and attachments sent to the forwarded e-mail
account. Students will also receive official notices via the A-Mail online publication and should routinely review the AMail. Day program students will also receive notices through the student campus mail system (student campus box) and
should check their campus mailbox regularly.
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Admission
Augsburg 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 Campus
Firsthand appraisal of programs, facilities, and academic atmosphere is valuable. First-year and transfer applicants are
encouraged to visit the campus and meet with an admissions counselor. Arrangements can be made to meet with a
member of the faculty and to attend classes when school is in session. Augsburg’s undergraduate admissions staff is
ready to help students and families with college planning. Call any weekday between 8:30 am and 4:30 pm—612-3301001 or toll-free 1-800-788-5678—and we’ll assist with your questions and arrange a tour for you. Admissions visits and
tours are available Monday through Friday during the school year. The Admissions Office is located on the lower level of
the Christensen Center and serves traditional, non-traditional, and graduate students.
Application Procedures
First-year Day Program Students
Application for Admission
Students should complete the application for admission, including the essay, and submit them to the Admissions
Office. Students may apply online for free at www.augsburg.edu/firstyear or www.commonapp.org.
Transcripts
An official transcript from the high school is required of first-year 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, including while in high school, an official
transcript from each institution 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 unless he or she has been
out of high school for more than five years. The American College Test (ACT) is preferred; results from the SAT are
also accepted. Test scores recorded on the official high school transcript are sufficient. Augsburg strongly
recommends completing the writing portion of either the ACT or SAT.
Recommendations
One letter of academic recommendation is required for all students. A letter may be submitted by a teacher,
counselor, or pastor (spiritual leader).
Essay
First-year applicants are required to provide a 1-2 page essay (approximately 500 words) on a topic(s) chosen by
Augsburg faculty/staff/students.
Additional Information
If there is additional information that may have affected the applicant’s previous academic performance, it may be
included as a personal statement with the application and discussed individually with an admissions counselor. On
occasion, the Admissions Committee may defer a decision on a candidate’s admission until additional information
has been received. For example, new 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.
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Notification of Admissions Decision
Admissions decisions are made on a rolling basis. Applicants are notified of the admissions decision usually within
three weeks after the application file is complete and has been evaluated by the Admissions Committee. Notification
of admission status for completed applications begins in late September.
Confirmation of Admission
Accepted students are asked to make a $150 enrollment deposit* to the Office of Undergraduate Admissions.
Students who wish to live in College housing must submit a housing contract to the Residence Life Office.
*Nonrefundable after May 1.
Note: Admission to a major—a separate process from admission to the College—is sometimes required. Check with
the Admissions Office and consult the specific department’s section of this catalog.
Day Program Transfers and Adult Undergraduate (AU) Students
A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous college work is recommended for
transfer admission to the College. Information regarding transfer credit policies is found in the Academic Information
section of the catalog. Students who are applying to the AU program should have attempted a minimum of 12 semester
credit, including courses in foundation areas (writing, etc.)
Application for Admission
Students should complete the application for admission, including the essay, and submit them to the Admissions
Office. Students may apply online for free at www.augsburg.edu/transfer or www.commonapp.org.
Transcripts
Official transcripts from all previous postsecondary institutions, as well as final high school transcripts (unless the
student has already obtained an A.A. degree) must be sent directly to the Admissions Office. The GED test certificate
may be presented instead of the high school transcript.
Recommendations
One letter of academic recommendation is required for all transfer applicants. Letters may be submitted by a
supervisor, counselor, professor, or pastor (spiritual leader).
Additional Information
If there is personal information that may have affected the applicant’s previous academic performance, it may be
included with the application and discussed individually with an 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.
Note: Admission to a major—a separate process from admission to the College—is sometimes required. Check with the
Admissions Office and consult the specific department’s section of this catalog.
Readmission
Day students who have not registered for courses at Augsburg College for one semester or more, and
AU/Rochester/WEC students who have not registered for courses at Augsburg College for two or more semesters, must
apply for readmission through the Registrar’s Office to resume attendance. Students who have attended other
institutions during their absence from Augsburg must have an official transcript sent from each institution to the
Registrar’s Office. Returning students do not pay the application fee.
To apply for readmission after withdrawing from the College, students must submit an Application for Readmission.
The last day to be approved for readmission is the Friday prior to the start of the term. Please note that processing
may take up to 10 business days.
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If the student has attended other institutions since leaving Augsburg, official transcripts must be submitted to the
Registrar’s Office.
All financial holds must be cleared before a student can be approved for readmission.
If the student was academically dismissed, withdrew while on academic warning or probation, or has a GPA below
2.0, they will need to submit a personal statement explaining their circumstances for review by the Student Standing
Committee.
If the student withdrew for medical reasons, a doctor’s note indicating the student is well enough to resume studies
must be submitted with the application.
Non-Degree Students
Individuals may take coursework at Augsburg College as a non-degree seeking students can enroll on a space-available
basis. Registration dates are included in the College’s Academic Calendar. To apply for admission as a non-degree
seeking student, submit the completed application, academic intent, and all necessary unofficial transcripts to the
Admissions Office. Individuals who intend to become degree-seeking in the future must submit official transcripts.
Contact the Admissions Office regarding which unofficial/official transcripts you may need for your application file.
Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed
application, academic intent, and all official transcripts to the Admissions Office.
Second Degree Students
Students who have graduated from Augsburg who are returning to complete an additional major will not be awarded a
second degree unless it is a different degree from the first awarded.
Students who have completed a four-year degree at an accredited college or university may complete a second degree
at Augsburg College. A second degree will not be awarded unless it is a different degree from the first awarded. Second
degree requirements include a minimum of 32 semester 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 and Scholar Services, in
the Student Life section.) International students should contact International Student and Scholar Services for an
international student application and financial requirements. All applicants must provide proof of financial solvency.
For more information, call 612-330-1359 or 1-800-788-5678 (toll-free), email admissions@augsburg.edu or contact
International Student and Scholar Services at:
Campus Box 307
Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454 USA
Students who have attended a college or university outside of the United States will need to obtain a foreign credential
evaluation by contacting World Education Services (WES). WES is a nonprofit organization with more than 30 years of
experience evaluating international credentials. WES will examine your transcript(s) and prepare a report that will help
Augsburg College understand how your international coursework compares to courses and grades in the United States.
Augsburg College will use this information in its admissions review and will grant transfer credit where appropriate.
World Education Services, Inc.
Bowling Green Station
PO Box 5087
New York, NY 10274-5087
www.wes.org
Phone: 212-966-6311, Fax: 212-966-6395
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Financing
The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as
required. Augsburg reserves the right to adjust charges should economic conditions necessitate.
Full-Time vs. Half-Time
Students will need to be enrolled in 6 credits to be considered half-time and 12-19 credits to be considered full-time.
This is an important distinction for charges and for accessing financial aid.
Day Program Tuition and Fees
Tuition and fees are published online at www.augsburg.edu/studentfinancial/tuition/undergraduate-day.
Fees (full-time enrollment)
The standard program fees are the Student Activity Fee, Technology Fee, Newspaper Readership Fee, MPIRG Fee, and
the Campus Greening Fee. Specific courses or programs may have additional fees associated with them, such as lab or
supply fees.
Full-Time Cost – Fall and Spring 2016-2017
Tuition – Full-Time (12-19 credits per term)
Fees – (12-19 credits per term)
Overload Fee – (over 19 credits)
Semester
$17,875.00
$332.50
$1,117 per credit
Year
$35,750.00
$665.00
$4,468 per 4 credits
Part-Time Cost – Fall and Spring 2016-2017
Tuition –Part-Time (less than 12 credits)
Fees – (less than 12 credits)
$1,117 per credit
$183.00 per term
$4,468 per 4 credits
Other Costs
Audit Fee (taking a class for no credit)
Music Lesson Fees
½ Hour Lesson
1 Hour Lesson
$1,000.00 per course
$400.00
$800.00
Room and Board Costs
Detailed housing rates are available through Residence Life Office at www.augsburg.edu/reslife/rates.
Detailed meal plan rates and flex point options can be found at www.augsburg.edu/reslife/rates/meal-plans.
Adult Undergraduate and Weekend/Evening College (WEC) Tuition and Fees
Tuition and fees are published online at www.augsburg.edu/studentfinancial/tuition/weekendevening-undergraduate.
Tuition
Students are charged per credit. Students are charged based on their program regardless if they take a course through a
different program. All associated costs must be paid by the beginning of each semester to avoid accruing finance
charges, unless you have enrolled in an official payment plan through Student Financial Services.
Fees
Specific courses or programs may have additional fees associated with them, such as lab or supply fees.
Adult Undergraduate - Minneapolis
$420.00 per credit
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$1,680.00 per 4.0 credits
Weekend/Evening College (WEC)
Adult Undergraduate - Rochester
Rochester Fee
$420.00 per credit
$410.00 per credit
$1,680.00 per 4.0 credits
$1,640 per 4.0 credits
$50 per term
Payments
Semester Charges
Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits
designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online
through AugNet’s Records and Registration site. Payments can be made online at
www.augsburg.edu/studentfinancial/header-make-paymentaccount-activity/payments. Augsburg may charge late fees
and interest on delinquent accounts. Review the full policy regarding past due balances online at
www.augsburg.edu/studentfinancial/disclosure.
Payment Options
Augsburg College offers payment plan options for all students. Information about payment plans is available online at
www.augsburg.edu/studentfinancial/payment-plans-and-discounts.
Payment Policy
Students at Augsburg College are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg College Tuition Refund Policy.
Augsburg accepts the following forms of payment:
Cash
Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be
mailed. Students will receive a receipt of their cash payment.
Check
Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or
online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient
Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or
through mail may request a receipt of the check payment.
Credit Card/Debit Card
Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American
Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person,
over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by
Augsburg.
Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any
credit card payment made to the college. This is to offset the approximately $250,000 in costs that Augsburg accrues
annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee
and will not be profiting from it.
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Financial Aid
All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid,
students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in
the Satisfactory Academic Progress (SAP) section of this catalog.
Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work
opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid
programs.
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) helps determine the amount of assistance for which a student is
eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent
family members, other educational expenses, retirement needs, and special considerations.
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant
(except as noted).
Augsburg may offer both merit-based and need-based financial aid to undergraduate students at the time of admission.
First year students can find specific information at www.augsburg.edu/firstyear/scholarships. Transfer students can find
information at www.augsburg.edu/transfer/financial-aid-and-scholarships.
Augsburg will also determine students’ eligibility to receive financial aid grants from both federal and state entities.
These grants include Minnesota State Grant, Federal Supplemental Educational Opportunity Grant (SEOG), Federal Pell
Grant, Federal TEACH grant, and Bureau of Indian Affairs/Tribal and State Indian Scholarship. Contact Student Financial
Services if you need any additional information about any of these programs.
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, and Educational Assistance for Veterans’ Children,
and other sources.
Loan Assistance
Students must be enrolled at least half-time (6 or more credits) to be eligible for any federal loans.
Federal Perkins Student Loan
o 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 $16,000.
Federal Stafford Student Loan
o 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.
o 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).
Federal Parent Loan Program (PLUS)
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o
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.
Further information about all student and parent loan programs can be found at
www.augsburg.edu/studentfinancial/loans.
Student Employment
Students are able to apply for work study positions through Augsburg’s Human Resources Office. Part-time work
provided by the College is considered financial aid, just like scholarships, loans, and grants. Students are limited to a
maximum of 20 hours of on-campus employment per week. The number of hours a student can work is dependent on
the position and the needs of the department. However, work is not guaranteed.
All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each
placement. Payment is made bi-weekly by check to the student employee.
Federal College Work Study Program and Minnesota State Work Study Program
o Under these programs, the federal or state government supplies funds on a matching basis with the College
to provide part-time work opportunities.
Satisfactory Academic Progress (SAP)
Federal regulations require that all higher education institutions establish and implement a policy to measure whether
students receiving financial aid are making satisfactory academic progress toward the completion of a degree. The
purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant to
curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the
following standards makes a student ineligible for all institutional, federal, and state financial aid.
Augsburg’s Financial Aid Satisfactory Academic Progress Policy follows the Satisfactory Academic Policy.
Student Account Financial Disclosure
Students at Augsburg College are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during their time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg College Tuition Refund Policy. Statements and account history are available online through AugNet Records
and Registration.
Augsburg College may require someone to co-sign on the student’s obligations in special cases, such as when a student
has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers are
responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or
attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure.
Results of Balances Not Paid in Full
Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late
payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in
full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year
(.67% per month) will be added onto your student account balance. For example, this means that for every $1,000
owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the
bank for Non-Sufficient Funds.
Past Due Accounts
If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg
reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it.
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Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold
transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection
agency, or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial
information about her or his account and other pertinent information such as address and phone number to third
parties who are dealing with the collection of the account balance. By providing us with a telephone number for a
cellular phone or other wireless device, you are expressly consenting to receive communications – including but not
limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing
system – from us and our affiliates and agents at that number. This express consent applies to each such telephone
number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and
messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg College, or
its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40% of the debt, and
all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that, due to
the Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The terms
of this agreement remain in effect until all Term Fees and other charges are paid in full.
Tuition Refund
Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last
day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date,
students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is
effective whether or not a student has attended classes.
Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date
labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar.
Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any
refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for
all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations
are based on the date that the drop/add form is processed.
Medical Refund
If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a
medical refund should be made through the Academic/Financial Petition. Petition forms are available through the
Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of
documentation from the attending doctor, on letterhead, verifying the medical circumstances.
Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be
reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the 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 online through the Registrar’s Office website.
A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively.
The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include,
but is not limited to, statements from each instructor that the student never attended, or documentation of attendance
for the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term
will be replaced with an administrative cancellation fee of $300.
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Financial Aid Policy
Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number
of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic
Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with
faculty signature-Full Semester class.” Financial aid will not be adjusted for classes added after this date.
Students must earn the financial aid they are awarded each semester by actively attending and participating in classes
throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a
“W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes.
Financial Aid - Return of Aid
Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes,
or in the event of hybrid/online courses, by being an active participant in the course.
Federal/State Aid Adjustments
Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. Students
are eligible to keep more aid the longer they attend their courses. After 60% of the term has passed, students are
eligible to keep all of their federal/state aid. If you are planning to completely withdraw from your courses, please see a
Student Financial Services counselor to determine what aid may need to be returned.
Institutional Aid Adjustments
Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students
withdraw from their courses, they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If
a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid.
Credit Refund
Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a
term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial
Aid needs to be finalized and applied to a student’s account before the credit refund can be issued. (You can verify your
financial aid status online through Track Your Financial Aid. You can check your transaction history online to verify that
all of your financial aid has been applied to your account and nothing is left pending.)
Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds.
Students who are enrolled less than half-time (less than 6.0 credits for undergraduates; less than 3.0 credits for
graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration
changes made from the first week of the term through midterm may require a return of financial aid funds. Students
who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund
will be available. Financial aid return of funds may take up to 30-45 days to be processed.
Bookstore
Students who are registered for the upcoming term will be allowed to charge up to $700 to their student account.
Students DO NOT need to request a bookstore account this year.
Please plan ahead and purchase books and supplies before the scheduled cut-off dates. Plan ahead for courses that start
midterm as you will be unable to charge anything to your student account after the cut-off date.
Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds were issued.
If your bookstore charges create a balance on your account, you need to make payments in accordance with your
statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid
funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you
purchase books if you need to discuss payment options.
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Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times.
Third Party
If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your
purchases to the Student Financial Services Office, along with your invoice request.
Additional Funds
If the cost of your textbooks and supplies are above $700 in one term, you have enough financial aid to cover the
additional costs, and you would like to charge the additional amount to your student account, please send the following
information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing.
Subject: Request for additional funds
Full Name:
Student ID number:
Additional request:
Students will receive an e-mail when the additional request has been processed. Accounts are opened as quickly as
possible, but it could take up to two business days for activation.
Consumer Information
Loss of Financial Aid Eligibility Due To a Drug Offense
A student convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred while
the student was enrolled in school and receiving Title IV aid is not eligible for Title IV funds. [An illegal drug is a
controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.]
A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid
(FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from
a juvenile court proceeding do not affect eligibility and do not need to be reported by the student.
A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and
receiving Title IV aid loses Title IV eligibility as follows:
For the possession of illegal drugs
First offense: one year from the date of conviction
Second offense: two years from the date of the second conviction
Third offense: indefinitely from the date of the third conviction
For the sale of illegal drugs
First offense: two years from the date of conviction
Second offense: indefinitely from the date of the second conviction
A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate,
clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the
ways in which the student may regain that eligibility.
Regaining Eligibility after a Drug Conviction
A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the
school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the
program. A drug rehabilitation program is considered approved for these purposes if it includes at least two
unannounced drug tests and meets one of the following criteria:
The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government
program.
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The program is administered or recognized by a federal, state, or local government agency or court.
The program received or is qualified to receive payment directly or indirectly from a federally or state licensed
insurance company.
The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor.
Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or
regulations.
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Residence Life
Students who choose to make Augsburg their home find a friendly, 23-acre village in the midst of a major metropolitan
area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library,
classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 1,000 students living
on campus, most students and faculty greet each other by name.
Augsburg recognizes the importance of the residential experience during the college years. Studies show that students
who live on campus are more likely to persist academically, to be involved on campus, and tend to have a slightly higher
grade point average. Residence Life staff are professional and student team members available to support students in
their academic and co-curricular experiences. Through their efforts residential community members become acquainted
with life at Augsburg through educational and social opportunities.
Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to welcome
students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or
issues.
Resident students have access to a 24-hour computer lounge, wireless internet, study lounges, 24-hour security, laundry
facilities, and vending. All rooms and apartments are equipped with hook-ups for telephone, cable television,
computers, and internet access. A skyway connecting the lobby of Urness Hall and Mortensen Hall to Christensen Center
and Oren Gateway Center to the Lindell Library keeps students out of the weather on the way to class.
To secure housing on campus, students need to submit the following items:
Housing deposit
Residence Life and Dining contract
During spring semester, current Augsburg students are provided with information on the process to secure housing for
the next academic year.
Facilities
Urness Hall—One home to new Auggies and upper-class resident advisors, this nine-story high-rise houses 313 students.
Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study, and utility
areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Meal plans are required.
Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and twobedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette
units. It is furnished with beds and dressers. Meal plans are required.
Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and
townhouses. This residence houses 192 upper-class students, and the Neighborhood program. All rooms are furnished
with beds, dressers, desks, and chairs. Meal plans are required.
Anderson Hall Neighborhoods—This is available to students who are interested in creating a living/learning
environment by designing their own house system. All members meet to determine their program focus, educational
goals, and community agreement guidelines. Examples of programs of past neighborhoods include ELE (Everyone Loves
Everyone), Hip Hop House, Environmental Neighborhood, and Honors.
Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with
full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal
plans are optional.
Oren Gateway Center— 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 first-year and upperclass students committed to an alcohol- and drug-free environment. Flats, apartments,
and studios are furnished with bed, desk, and dressers. Meal plans are optional.
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Food Service
Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty,
and staff. This spacious room features small-table units for easy conversation overlooking the College quadrangle and
Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. We offer a mealto-go program for those on a tight schedule. Students have the option of using one meal exchange each week at
Einsteins or Nabo to supplement the Commons.
Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells coffee, smoothies, hot and
cold sandwiches, wraps, soups, salads, and snacks.
Nabo—This eatery is located in the Oren Gateway Center. Pronounced “náh-bu,” with the accent on the first syllable,
featured food options include pasta, cold and hot sandwiches, a pasta bar, pastries, and beverages.
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Student Activities and Organizations
Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important
part of college life, yet learning and development also occur in formal and informal activities of the College and the
surrounding area. Whether students take classes in the day, evening, or weekend, the climate for learning and living at
Augsburg will add dimension to their education.
Athletics and Sports
Intercollegiate Athletics
Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National
Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball,
ice hockey, wrestling, baseball, indoor and outdoor track and field, and golf. Women annually compete in lacrosse,
volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, indoor and outdoor track and field, and golf.
Facilities
At Augsburg, the facilities are for all students, faculty and staff. Check schedules for times when there is open use of the
gymnasium and ice arena. On-campus facilities include a double-rink ice arena, a 3-court gymnasium, a multi-purpose
athletic field, fitness center with workout machines, a weight room, a racquetball court, and an air-supported dome over
the athletic field for winter fitness, rentals, and spring sport practices.
Intramurals
Every student is urged to participate in activities for recreation and relaxation. An intramural program provides
competition in a variety of team sports as well as individual performance activities. Check schedules on the Athletics
website for times when there is open use of the athletic field/dome, gymnasium, and ice arena.
Campus Activities and Orientation
Campus Activities and Orientation (CAO) creates and implements innovative programming that fosters individual and
community development and creates an environment where students can connect, engage, and invest in the Augsburg
community. CAO programming works to enhance and supplement the liberal arts and professional studies at Augsburg
College through quality transitional programs for new students as well as through leadership education.
CAO is made up of four program areas:
Campus Activities
CAO offers several programs and activities throughout the academic year designed to connect and engage students with
the Augsburg and surrounding community.
Student and Group Leadership Development
Emerging Leaders Program (ELP) is an initiative designed to develop new leadership at Augsburg College by empowering
incoming students to cultivate and apply their inherent leadership skills through a semester-long skill-building training
program.
Student Group Development-CAO provides student groups with workshops focusing on social justice, privilege, antioppression, and other pertinent areas of development.
Orientation Programs
SOAR is a required two-day, overnight orientation experience for incoming first-year day students designed to help with
the transition to Augsburg College. Students will meet fellow classmates, faculty, and staff; learn about college resources
and services; and get a taste of life on campus.
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Parent SOAR is an optional orientation experience for the parents and guardians of first-year students that runs
concurrently with the students’ SOAR session. Parents obtain important information about the campus; meet fellow
parents, faculty, and staff; learn about college resources and services; and get a taste of what life will be like for their
students on campus.
Transfer SOAR is a required day-long orientation experience for transfer students designed to help with the transition to
Augsburg College. Students will learn about College resources and services, hear about academic programs, and discover
why being a part of the Augsburg community is so rewarding.
Auggie Days is a required on-campus orientation experience for incoming first-year day students, which is designed to
complement SOAR, provide opportunities to enhance academic and personal success, and offer a helpful advantage in
starting at Augsburg College.
Student Organizations
CAO manages student organizations on campus and provides them access to many benefits, including but not limited to:
organization emails, websites, Auggie's Nest lockers, Auggie Room supplies, skill-building workshops and conferences,
advising, funding and grants, and much more.
Campus Ministry
At Augsburg College, we are “guided by the faith and values of the Lutheran Church.” Because of this identity, we seek
to develop an environment where people are encouraged to use and discover gifts and a sense of call and vocation. As a
college of the church, we emphasize the development of this through attending to the sacred, living into radical
hospitality, and shaping community. The college pastors, Chaplain to Student Athletes, Muslim Student Advisor, and
campus ministry staff have offices in Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are
available for spiritual guidance, counseling, support, or information.
Our concern for spiritual care is evident in the opportunities we encourage and provide for students to explore their
own faith. Daily worship, Wednesday Night Holy Communion, Bible studies, community outreach, retreats, peace and
justice events, concerts and gatherings, Friday prayer, and interfaith initiatives are examples of the wide varieties of
activities on campus.
Community Engagement
The Sabo Center for Democracy and Citizenship, rooted in Augsburg’s mission to educate students to be informed
citizens, thoughtful stewards, critical thinkers, and responsible leaders, aims to:
Create a culture of civic agency and engagement among students, faculty, staff, and our broader community so that
graduates are architects of change and pioneers in work of public significance.
Foster connections with local community based organizations and position Augsburg as an anchor institution in the
Twin Cities.
Revitalize the democratic and public purposes of higher education in a time when strengthening colleges’ visible
contributions to the common good, not simply to private benefit.
Bonner Leaders Program
In Fall of 2008 Augsburg College launched its first year of the Bonner Leaders Program. Through the Bonner program,
students develop deep community relationships and engage in long-term policy advocacy throughout their time at
Augsburg. Those selected to be Bonner Leaders are students with diverse ethnic and geographical backgrounds and
experience in community and public work. Through placements with partner nonprofit organizations and community
programs, students work an average of 220 hours each academic year supporting ELL classrooms, running an
employment education computer lab, coordinating a low-income housing program, community health outreach,
tutoring in afterschool programs, and more. Beyond their work-study placements, students participate in civic
engagement efforts on campus.
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Through their participation with the Bonner Leaders Program, students engage in monthly guided reflections and
leadership development workshops. The Augsburg Bonner Leaders Program is a successful model that builds on the
College’s culture of community and civic engagement.
Campus Kitchen
The Campus Kitchen Project connects the campus community with the larger neighborhood by using food as a tool to
nourish bodies, develop leadership, and educate students through service learning. To accomplish these goals, four
programs focus on this engagement:
Food to Share
o Surplus food from the Augsburg Dining Service is donated, reheated, and served by student volunteers to
neighborhood partners, including homeless shelters, youth and senior programs, and others. Augsburg
students in need can also find free food at our food shelf on campus, the Campus Cupboard.
Food to Grow
o On the corner of campus, Augsburg staff and students manage a community garden composed of nearly 100
garden plots where community and campus members can grow their own food. The garden staff also hosts
classes on healthy living in which neighborhood youth learn to grow and cook healthy food.
Food to Buy
o Find fresh produce grown by local farmers at the weekly farmer’s markets Tuesdays through the summer:
11-1 pm at Foss Chapel on campus, and 2-5 pm at the Brian Coyle Center down the street. The market
doubles any purchase made with food stamps. Augsburg is also the host of an organic CSA farm that people
can become members of and get a large box of produce each week.
Food to Know
o Understanding our food system and community health through programs that educate on issues of hunger
and poverty, and cooking and gardening classes in the community and weekly on campus.
Common Table
The Common Table, located at 2001 Riverside in the Trinity Congregation Building, is devoted to building community
capacity to make change by connecting and equipping leaders.
Connecting campus community with neighborhood community.
Connecting students to local communities, professionals, and movements.
Connecting community members across boundaries at an intersection.
Equipping young people with the mentorship and connections to pursue their goals.
Equipping community members with the tools and experience of public work and organizing.
Equipping leaders with an equity analysis for equitable leadership.
We continue to welcome new ideas for utilizing this multi-purpose space to deepen the relationships between Augsburg
College, Trinity Lutheran, the Cedar Riverside neighborhood, and the Twin Cities.
Jane Addams School for Democracy
The Jane Addams School for Democracy brings immigrant families, college students and other community members
together to do public work and learning. It is a community-based initiative inspired by the vision of democracy,
productive citizenship, and popular education held by settlement house pioneers like Jane Addams, who created Hull
House in Chicago in 1889.
Participants in the school include long-time community residents, Hmong, Latino, and East African refugee and
immigrant adults and children, as well as students, faculty, and staff from nine Twin Cities colleges and universities. The
non-bureaucratic and non-hierarchical structure of Jane Addams School breaks down barriers so that people can work
together across language, culture, gender and age differences to address issues that impact their daily lives.
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Public Achievement
The Public Achievement organizing model recognizes that people of every age have skills, talents and ideas, and that by
learning to work strategically with others they can solve problems and build sustainable democratic societies. In a school
setting, young people form teams to take action on a public problem that is important to them (for example, driving out
gang activity or improving classroom space). The team works with a coach—typically a teacher or college student—to
develop an action plan. Through practice and reflection, the team members develop public skills and confidence.
Service-Learning and Community Engagement/Community Service-Learning
Augsburg’s Community Service-Learning Program provides students with opportunities to understand and respond to
needs in the city through course-embedded service experiences and civic engagement activities. A key component of
community service-learning is reflection on and analysis of community issues in order to promote personal and
educational growth and civic responsibility. By connecting classroom content with service-learning experiences in the
city, Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and
related community issues. This dynamic and interactive educational approach employs reciprocal learning between
students and their community. Service-learning components are embedded in most academic disciplines. Examples of
community service-learning sites include homeless shelters, cultural and environmental organizations, tutoring
programs, and literacy centers.
Fine Arts
Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city,
the Augsburg Choir, Concert Band, and Orchestra may perform on regional, national, and international tours. Many
other ensembles are available to cover the entire range of musical styles and previous musical experience. Students
stage several plays on campus each year under the direction of the Theater Program and have the opportunity to attend
a series of on-campus workshops with visiting arts professionals.
Student Center
Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally
considered the “living room” of the campus, the student union provides a central gathering place for the diverse
populations of residential, commuter, Adult Undergraduate, and graduate students at Augsburg through the merging of
curricular and co-curricular programs and activities. Christensen Center also houses several student services, such as the
Admissions Office, Campus Activities and Orientation, the Strommen Center for Meaningful Work, Multicultural Student
Services, LGBTQIA Student Services, Event and Conference Planning, the Copy Center, Shipping and Receiving, the
Information Desk, A’viands Food Services, and Mail Services.
The Auggie’s Nest, located on the ground floor of Christensen Center, serves as the student organization office area and
houses the Augsburg Day Student Government, the Augsburg ECHO (campus newspaper) office and the KAUG (campus
radio) office. Lockers are also available in this area for student organization use.
Student Government
The Augsburg Day Student Government and the Adult Undergraduate Student Advisory Council organizations support
and advocate for student concerns, needs, and activities. These student government groups serve as the official student
governments, and the primary voice and liaison between students and the administration, faculty, and staff of Augsburg
College.
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Student Resources/Academic and Support Services
Lindell Library Resources
Since 1997 the James G. Lindell Family Library has been home to a wide variety of print and digital collections, now
numbering almost 200,000 books, 60,000 e-books, 60,000 e-journals, 4,000 movies on DVD or VHS, and more than 120
databases. Through its streaming video services, Lindell Library provides access to an additional 50,000+ educational
videos. Lindell also houses significant collections of juvenile literature and K-12 curriculum materials, as well as the
College’s archives and special collections.
If that still isn’t enough, Lindell Library belongs to CLIC, Cooperating Libraries in Consortium, a network of seven private
liberal arts colleges in the Twin Cities. Augsburg students can borrow books and videos from any of the other CLIC
libraries and get those materials delivered directly to Lindell Library through CLIC’s daily courier service. Research
Support
Research Support
Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides,
available on the library’s website, provide access to key research materials on topics as wide-ranging as health and
physical education, film studies, computer science, or music therapy. Students can talk to an expert in person at Lindell’s
Learning Commons desk, by phone at 612-330-1604, by email at refdesk@augsburg.edu, or chat with an expert 24/7
through our Ask-A-Librarian service at library.augsburg.edu.
Other Cool Stuff
Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and
reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library,
and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer
to work alone. Whether working alone or in a large group, Augsburg students can check out a laptop from the Library’s
Circulation Desk. Other equipment is also available for check out; just ask our friendly staff for assistance.
The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open
(hours are always posted on the library’s website), or contact us at:
library.augsburg.edu
refdesk@augsburg.edu
612-330-1604
Information Technology Resources
Augsburg College has built a reputation as a leader in its commitment to provide students with relevant and timely
access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for
more on Information Technology at Augsburg.
Computer Labs
Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available
in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The College has five
computer classrooms, 41 technology-enhanced classrooms and one video conferencing-enabled classroom. The
circulation desk in 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 to the internet. Network-ready student
machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the
AugNet online services are available securely on- and off-campus.
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Clair and Gladys Strommen Center for Meaningful Work
Career & Internship Services
The Career and Internship Services office is an integral component of the Clair and Gladys Strommen Center for
Meaningful Work. Our staff is committed to helping students develop lifelong career management skills that honor each
student’s unique gifts and aspirations, aligned with active citizenship in the world. The Career and Internship Services
office plays an essential role in students’ overall education and includes a comprehensive resource center that
emphasizes the importance and value for all students to engage in internships, career development, and the exploration
of vocation throughout their college years.
We help students and alumni:
Assess their values, interests, personality, strengths, and skills
Explore meaningful work options and majors that align with these elements
Link academic majors with career paths
Consider the role that vocation plays in their lives
Clarify their personal definition of meaningful work
Build experience through volunteer and internship learning opportunities
Prepare for the job search and/or graduate school
Build lifelong career management skills to successfully navigate the changing job market
Make a difference in our communities by contributing their unique gifts to the world
Augsburg offers several opportunities for students to gain on-the-job and internship experience. Our faculty and staff
have developed partnerships with community organizations and employers that provide learning opportunities to
students, many of which fulfill the Augsburg Experience requirement for graduation.
Internships
Internships for Academic Credit
o An internship for credit is a carefully planned, work- or service-based learning experience where a student
focuses on specific learning objectives that connect concepts of the major to the experience. 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. Interdisciplinary (INS) internships are also available. A learning
agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic
objectives, strategies, and evaluation methods for receiving credit. Students complete internships in
nonprofits, small and large businesses, government agencies, museums, arts organizations, schools and
churches.
o Internships for credit are available in all majors and can be taken during any semester. Students must be
registered for their internship during the term in which they are completing the majority of their experience.
Credit will not be awarded for past experiences. Internships can be registered for 2 or 4 semester credits. A
two credit internship involves a minimum time commitment of, on average, 6 hours per week or 80 total
hours for the semester. Internships for four credits require a minimum time commitment of, on average, 12
hours per week or 160 total hours for the semester. A maximum of 16 semester credits of internship may
count toward the total credits required for the degree. Upper division internships completed off-campus for
credit will automatically fulfill the Augsburg Experience graduation requirement.
Non-credit internships
o Internships related to a student’s major or career interests can be registered for a zero-credit internship
(AUG EX3) to fulfill the Augsburg Experience graduation requirement. The goal is for students to apply
theory to practice in a real world setting and reflect on the experience. Internship opportunities are typically
part-time during the academic year and/or full-time during the summer, but may have flexible start dates
and schedules. Students choosing to complete this option will register the internship during the term in
which they will be completing the experience, set learning goals, complete a minimum of 80 hours, and
reflect on their experience. The Director or Internship Coordinator of Career and Internship Services
supervises non-credit internships and evaluates the reflection process.
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Work Connections (Available to WEC and AU students only)
o Work Connections is a non-credit option available to WEC/AU students who are currently working full or
part-time. The Work Connections option allows WEC/AU students to utilize their rich and often extensive
work history to meet the Augsburg Experience graduation requirement in lieu of a traditional internship.
WEC/AU students choosing to complete this option will register for the Work Connections course (AUG EX4)
during the term in which they intend to complete their reflection work. This option requires students to
write learning outcome goals that integrate their on-the-job experience with classroom learning and
complete reflection assignments describing an academic and work connection. Staff of Career and
Internship Services supervises and evaluates the Work Connections reflection process.
Gage Center for Student Success
The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the College and
beyond. The Gage Center is located on the Link Level of Lindell Library. The center consists of five collaborating units:
Academic Advising
The professional staff advisors in the Deidre Middleton Office of Academic Advising work directly with students in
identifying academic interests and satisfying the curricular requirements of the college. In addition, we support the work
for faculty advisors. Our office assists new Day and Adult Undergraduate (AU) students with initial course selection and
registration, and provides orientation to the academic policies, procedures, and resources at the College. In addition,
Academic Advising administers assessment tests, interprets graduation requirements, provides degree planning
resources, and answers academic progress questions.
All incoming students are assigned a faculty and staff advisor. Staff advisors work closely with students to ensure their
understanding of available resources and support. As students become more familiar with the College, they spend more
time meeting with their faculty advisor and developing the faculty-student mentoring relationship.
Once a major is declared, each student will select a faculty advisor from their chosen discipline by completing the
Change of Major/New Advisor Form. While all students are required to meet with their faculty advisor(s) each term
prior to registration, students are encouraged to meet with their advisor(s) as often as necessary to support their
academic progress. Students must declare their major(s) by the end of their sophomore year. Majors and minors are
declared online in Augnet Records and Registration. Students confirm their majors and minors on an annual basis until
the Intent to Graduate form is submitted.
Academic Skills Office (ASO)
The Academic Skills Office helps students to achieve their academic goals and become self-directed learners.
Comprehensive academic support (e.g., training in time management, note-taking, reading, testing,
motivation/procrastination, problem solving, troubleshooting) is available for all Augsburg students through individual
and group appointments. In addition, the Academic Skills coaches address affective needs and aid in the overall
transition to college. Coaches also refer students to campus resources.
The Academic Skills Office coordinates several programs to support students:
Academic Skills Coaching
o All students in need of academic support services may meet with a professional member of our staff
(academic skills coach) to identify issues, find short-term solutions, problem-solve, and learn about
additional resources on and off campus.
Tutoring/Supplemental Instruction Services
o ASO coordinates free tutoring (individual and group drop-in) for most classes and supplemental instruction
in specific courses. Tutors and SI leaders are recommended by course professors and trained by ASO to
provide tutoring support. See form here, call us at 612-330-1445, or e-mail your tutor request to
tutor@augsburg.edu. Response time varies based on tutor availability. You will receive an e-mail as soon as
a tutor is available.
CAP Program – Connect, Achieve & Progress
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o
Each year, a limited number of students are admitted conditionally through the CAP program. If CAP
students do not meet the program requirements in their first semester, they will be continued in the CAP
program, placed on probation, or dismissed. Get more information at the Academic Skills Office website,
http://www.augsburg.edu/acskills. See the Academic Progress, Probation, and Dismissal section of the
catalog for a description of probation and dismissal procedures.
Satisfactory Academic Progress Warning and Probation Advising
o Students who do not meet the College’s Satisfactory Academic Progress (SAP) standards, will be placed on
Warning, Probation, or Suspension. Students on Warning and Probation are required to meet with an
approved academic advocate and complete all necessary requirements as outlined on the Academic Skills
Office website at www.augsburg.edu/acskills. A registration hold is placed on the student’s record, which
will prevent registration until the necessary Probation requirements have been completed. Students who do
not complete the requirements as needed, may be suspended. For more information see the Satisfactory
Academic Progress (SAP) section of this catalog.
Center for Learning and Accessible Student Services (CLASS)
The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic
support for students with documented learning, attention, psychiatric, sensory, and physical disabilities, as well as those
with temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain 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 develop a plan for ensuring they have equal access to
Augsburg courses, programs, activities, and facilities. Students are encouraged to meet regularly with their specialist,
and discussions may include:
Accommodations for testing and coursework (e.g., extended time, note-taking)
Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling,
financial aid)
Training and use of assistive technology through the Groves Accommodations Laboratory
Coaching on academic, organizational, and time management skills
Campus living accommodations
The Disability Specialists may also consult with instructors, academic advisors, and other members of the college faculty,
staff, or administration to support each student as they work toward success. Taking advantage of these
accommodations and services, however, remains the student’s responsibility.
Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting
with a Specialist to discuss their needs, as well as appropriate documentation of their disability. 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.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and
may not fundamentally alter the basic nature or essential components of an institution’s courses or programs.
The services and technology provided by CLASS are enhanced by generous support of the Gage family and Groves
Foundation. For further information, call 612-330-1053.
TRIO Programs
TRIO programs are funded by the US Department of Education, and hosted with additional funding by Augsburg College.
TRIO Programs seek to help students overcome class, social, academic, and cultural barriers to higher education. They
help students prepare for college, adjust to college life, persist in college, and maintain good academic standing to
graduate with a bachelor’s degree, as well as assist with preparation for graduate school.
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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 low-income, first-generation college students (neither parent has a fouryear degree) and/or students with disabilities to develop the skills and motivation necessary to successfully pursue and
earn a bachelor’s degree. Participants in TRIO/SSS must also be US citizens or permanent residents or refugees, must
demonstrate academic need for program services, and must be committed to succeed in college.
Augsburg TRIO/SSS serves 160 students from the point of admission through graduation, including transfer students.
TRIO/SSS typically admits 40 new students to the program each year. Students meet regularly with their TRIO/SSS staff
advisor to address academic success issues through:
Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skillbuilding
Academic program planning, including pre-registration for each term, major and career decision-making, and longterm course planning
Preemptive tutoring during the first seven weeks of the semester
Financial aid counseling and financial literacy education
Information on and assistance with FAFSA renewal and supplemental scholarship applications
Academic progress monitoring
Weekly adjustment-to-college meetings for first-year students
Weekly progress meetings for students on academic probation and for students admitted through Conditional Admit
Program (CAP)
Career, academic and personal skills development, with referrals to appropriate resources
Information, preparation, and referral to on- and off-campus leadership, internship, job and service opportunities
Academic success workshops, group academic skill development
Graduate and professional school information and application assistance
Social and cultural activities and student-led events
Equipment lending program for short-term use of laptops, graphing calculators, Smart Pens
Five-week residential Summer Bridge program for 25 incoming first-year students, including free summer-term
college coursework, academic seminars, adjustment-to-college workshops, and advising
Need-based college completion scholarships for junior and senior students actively participating in TRIO/SSS
Students may apply for TRIO/SSS any time after admission to Augsburg College; however, preference is given to students
who apply within their first term of enrollment. For more information or an application, go to www.augsburg.edu/triosss
or contact program staff directly at 612-330-1311 or triosss@augsburg.edu.
TRIO-McNair Scholars Program
The Ronald E. McNair Post-Baccalaureate Achievement (McNair Scholars) Program, a federal TRIO program funded by
the US Department of Education, is designed to prepare participants for graduate school through involvement in
research and other scholarly activities. The goal is to increase the number of students in doctoral degree programs who
are low-income, first-generation and/or underrepresented in graduate education.
The Augsburg McNair program serves 26 students per year who are admitted during their sophomore or junior year.
Admission is competitive as students must demonstrate strong academic potential and have an interest in pursuing
doctoral studies. To be eligible for the program the student must be: (1) enrolled full-time at Augsburg College; (2) a
permanent resident or U.S. citizen; (3) qualify as BOTH low-income AND first generation; AND/OR a member of a group
underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. A major
component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a faculty
mentor. Scholars receive a $4,000 research stipend, plus a room and board stipend, and funding for research supplies.
Stipends are also available for attending and presenting research at a professional conference.
McNair Scholars participate in:
A motivated, diverse, and supportive learning community;
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Graduate school preparation and application assistance;
Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most
graduate programs;
Social and cultural activities to enrich participants’ academic lives and perspectives;
Conference travel and professional presentation of participants’ research;
Financial aid exploration and financial incentives such as fee waivers for graduate school applications and the fee
reduction waivers for GRE, as well as McNair-designated national fellowships;
Academic workshops and the 2 credit course McNair 301: Research in the Disciplines;
Workshops to sharpen writing, library, technology, and oral presentation skills.
The McNair Scholars program is rigorous and highly respected among graduate institutions nationwide.
Office of Undergraduate Research and Graduate Opportunity (URGO)
The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research,
scholarship, and graduate and professional school opportunities. URGO also supports faculty and staff in their work to
engage students in these areas. Services include:
Undergraduate Research
Summer Research Program
o URGO Summer Research is a 10-week, on-campus program where students join a faculty member’s ongoing
research/creative line or carry out an individually designed project. Students receive $4,000, a supply budget
and a housing stipend.
Academic year research
o $1,200 to pursue scholarship with a faculty mentor
Off-campus Summer Research Opportunities
o URGO maintains a comprehensive website, listing off-campus research opportunities. URGO staff work with
students to craft and submit high-quality applications for research experiences across the U.S. and some
outside the U.S.
Nationally-Competitive Fellowships
Provide application assistance and interview preparation for awards such as the:
Fulbright US Student Program
Goldwater ($7,500 science scholarship)
Rhodes (two years at Oxford)
Truman (graduate fellowship for public service)
Mitchell (one-year study at Irish institution)
Rotary Ambassadorial Scholarship
Marshall (two-year study at UK institution)
Udall ($7,000 for undergrad interested in environmental or tribal policy)
UK Summer Fulbright (first and second years study abroad at UK institution)
NSF (graduate fellowship)
Gates/Cambridge (two years at Cambridge)
Graduate School and Pre-Health Sciences Advising
Individualized advising and application assistance for:
Graduate school
Pre-health sciences (medical school, physician assistant program, pharmacy school, veterinary medicine, physical
therapy, occupational therapy, public health. etc.)
GRE Exam preparation course offered each summer at low cost
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Other Initiatives
Zyzzogeton is our annual on-campus festival showcasing undergraduate research and creative activity.
Fund student travel to national academic conferences to present research findings.
Mayo Innovation Scholars Program is a collaborative research between select Minnesota private colleges, Augsburg
undergraduates, Augsburg’s MBA program, and the Mayo Clinic Office of Intellectual Property.
Bernhard Christensen Center for Vocation
Augsburg College has a deep and long-standing commitment to the concept of vocation--the idea that all people are
called by God to use their individual gifts to serve the neighbor. The Christensen Center for Vocation works with
students, faculty, and staff to explore how each person’s contributions can be uniquely valuable and how we might best
live in freedom and responsibility for the sake of the world. The commitment to keep this understanding of vocation
central to Augsburg’s mission is carried out by embedding the exploration of vocation in the curriculum as well as
through the Christensen Scholars program, internship and service opportunities, short term projects and public lectures.
The Christensen Center for Vocation also works to deepen and extend Augsburg’s commitment to interfaith
engagement. That commitment includes an Interfaith Scholars program, creating a campus culture in which people of
diverse religious traditions have welcoming sacred spaces, convening conversations that respect and explore our
differences while also engaging together in acts of service, peacemaking and working for justice. The Christensen Center
for Vocation is committed to working with churches, diverse religious communities, nonprofit organizations and other
schools of higher education as we live out Augsburg’s commitment to educate students to be informed citizens,
thoughtful stewards, critical thinkers and responsible leaders.
StepUP® Program
The StepUP program at Augsburg College strives to help students champion lives of recovery, achieve academic success,
and thrive in a residential community of accountability and support. The culture of StepUP is shaped by its core
elements: abstinence-based recovery models, mutual support groups, peer-to-peer recovery support, and other proven
pathways to healthy recovery - along with the residential component of the program. Our holistic approach to recovery
focuses around students developing healthy minds, bodies, spirits, and emotions.
Students live in on-campus recovery housing, have individual support meetings with licensed alcohol and drug
counseling staff, and participate in team and community-building activities. Students have access to academic skills
specialists and other support services on campus in order to ensure their educational success. Participation in StepUP
offers students leadership opportunities within the program, on campus, and in the greater Twin Cities community. Our
students give back through leadership and service and thrive in an alcohol- and drug-free environment. In StepUP,
students join together to form a community in which recovery is celebrated as a normal part of personal growth. Many
of the friendships and bonds that students form while participating in the program last a lifetime.
In order to qualify for the program, students must be committed to a 12-step or other proven, abstinence-based
recovery program, have a minimum of six months of continuous sobriety, agree to abide by the StepUP student
agreement, and live in StepUP housing.
Multicultural Student Services
American Indian Student Services
The American Indian Student Services program has been assisting American Indian students to further their academic
careers at Augsburg College since 1978. The program’s mission is to recruit, retain, and graduate Native students by
providing academic, financial, emotional, and cultural support and advocacy in a comfortable and friendly environment.
Some of the services provided include:
Assisting students with the admission process and financial aid application
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Nurturing students’ identification as an American Indian and providing opportunities for students to learn about
their heritage
Providing opportunities for the campus community to learn about the variety of American Indian people and
cultures
Providing academic advising and course plans
Providing opportunities to network with other American Indian students, faculty, staff, and alumni
Providing a number of different scholarships, including the Bonnie Wallace Leadership Award, Minnesota Indian
Teacher Training Partnership Grant, and additional assistance in seeking and applying for other outside/tribal
scholarships
Offering community and professional referrals, networking opportunities within the Native community and
information about jobs and internships
Latin@ Student Services
Mission
The mission of Latin@ Student Services (LSS) is to provide services, programs and resources that empower Latin@
students to persist and graduate, develop and strengthen their self-advocacy and leadership skills, and contribute to the
advancement of the communities they are part of.
Most importantly, LSS seeks to be a safe inclusive place where students feel a sense of belonging and community and
find pride in their self-identified identities, affinities, and culture.
History
Originally established in 1994 to support a majority of international and 2nd generation hispano/latino students, the
office of Hispano/Latino Student Services was re-branded in 2014 under the Latin@ Student Services (LSS) name in
recognition of the changing demographics and needs of current Latin@ students at Augsburg College.
During the 2014-15 academic year, LSS has served 177 self-identified Latin@ students who represent a diversity of
identities, cultural and national backgrounds, individual and community experiences, sexual orientation, religious
affiliation, class, and immigration statuses.
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.
Pan-Afrikan Center
The Pan-Afrikan Center (PAC) traces its roots to the 1968 event, “One Day in May” when Augsburg students compelled
faculty and staff to respond to Civil Rights era challenges pro-actively through sit-ins and teach-ins held on and off
campus. As a result, Black Student Affairs was born. It has evolved over the years into the PAC. Today, the PAC is
primarily a resource center, providing culturally-conscious personal, academic, financial, pre-professional and
transitional support for students of African descent. This serves to enhance the recruitment, retention, and graduation
of our students and facilitates a more meaningful learning experience. The PAC brings the knowledge and experience of
Afrikan people in the Diaspora to the community through a variety of programming as well through advising the PanAfrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to
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enable students of African descent to share their diversity and collectively express their fellowship with the Augsburg
community. PASU sponsors a variety of social, intellectual, and cultural activities.
Scholastic Connections
Scholastic Connections is a scholarship and mentorship program for achievement-oriented, undergraduate students of
color. The goal of the program is to form a mentoring community that provides a network of belonging that recognizes,
supports, challenges, and inspires scholars to ensure their success at Augsburg and beyond.
Each year five new scholars are selected as program participants via an application process. Scholars receive a $5,000
scholarship for the academic year 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, scholar/mentor pairings are formed that,
ideally, match ethnic group and field of interest.
Eligible scholars have:
A GPA of 2.5 or higher
Demonstrated financial need
Demonstrated leadership ability or potential
Demonstrated community involvement both on and off campus
Program objectives are to:
Support scholars as they continue at Augsburg
Frame the 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 Student Services
Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual (LGBTQIA) Student Services works to improve the
campus climate for all students, staff, faculty and visitors at Augsburg College by developing and supporting inclusive
understandings of gender and sexuality, as well as fostering a community that honors and affirms the wholeness of all
identities.
LGBTQIA Students Services provides student advocacy and educational opportunities for the entire campus through a
variety of programs and ongoing initiatives. Queer Pride Alliance; Ally Trainings; the LGBTQIA Student Leadership
Retreat, the Soup, Gender, and Sexuality series; and the LGBTQIA Newsletter offer learning and networking
opportunities for the entire campus on issues around gender and sexuality. In addition, the department honors LGBTQIA
and allied students each year during Lavender Celebration, where the recipients of the LGBTQIA Student Leadership
Awards, the Augsburg Pride Award, and the Karen Neitge Scholarship are honored.
For more information, visit www.augsburg.edu/lgbtqia.
Women’s Resource Center
The Anne Pederson Women’s Resource Center at Augsburg College is located in Sverdrup Hall 207, offering a variety of
programming for Augsburg students of all gender identities and a meeting place for students, faculty, and staff alike. It
houses a Women’s Studies library, a seminar room for films and discussions, and a lounge space for studying, relaxing,
and just hanging out.
The Women’s Resource Center sponsors numerous programs and activities on topics such as sexuality education and
sexual assault advocacy, as well as broader topics such as The Vagina Monologues, monthly film showings, and monthly
brown-bag lunch discussions. The WRC’s largest event is the annual Koryne Horbal Convocation Lecture, which features
women and men who speak about the many issues important to women’s, as well as everyone’s, lives. The center also
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regularly co-sponsors annual events for the Muslim Student Association’s Women in Islam Day and for Queer and
Straight in Unity. The WRC is also the home of the Student Feminist Collective.
We would love to support you as an intern or volunteer, or simply to co-sponsor your event! Contact us or friend us on
Facebook to find out about upcoming events and other opportunities for participation. Student staff positions at the
WRC are posted online with Human Resources as they become available.
Health and Fitness
Center for Wellness and Counseling (CWC)
CWC provides short-term personal counseling for students to discuss personal life challenges with professional mental
health counselors in a confidential and supportive setting. Through counseling, students can name personal strengths
and challenges, identify self-care and support resources, learn new relationship and coping skills, and increase
awareness of values and choices. Counseling services to students include individual counseling, group counseling,
assessment and referral to campus and mental health resources, educational workshops, and consultations in the case
of concern for another student.
Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship concerns,
grief and loss, roommate issues, intimacy and sexuality, alcohol and other drug concerns, family issues, eating concerns,
coming out and other sexual identity concerns, cultural identity, self-esteem, sleep difficulties, and other concerns.
Professional counseling can help increase student academic success both by increasing the opportunity for increased
self-understanding and personal growth, and by directly addressing potential barriers to academic success.
CWC also offers health promotion activities and events to increase student awareness of health issues and support
students in developing new behaviors for a healthier lifestyle, such as mindfulness events, stress management, and an
annual Health Fair. Health promotion also includes an active group of peer health educators, Engaging Peers on Issues
and Choices (EP!C) who are available to present an interactive alcohol education program to groups requesting the
program. Health promotion also works with various campus organizations and student groups 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
student athletes. If a student is not covered by a health insurance plan, they may contact the Center for Wellness and
Counseling for more information on student health insurance plans.
Health Clinic Services
The College offers basic health care services to students through a contract with University Fairview Physicians –
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 612-3301707 or visit www.augsburg.edu/cwc.
Fitness Centers
Located on the lower level of Kennedy Center and Melby Hall the fitness centers are equipped with stationary bicycles,
stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal and free
weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes.
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International Student and Scholar Services (ISSS)
ISSS is responsible for the enrollment planning, recruitment and advising of exchange students and degree-seeking
international students. Members of the ISSS team serve as Designated School Officials (DSO) for the College’s F-1
student visa program and as Responsible Officer (RO) and Alternate Responsible Officer (ARO) for the College’s J-1
student/scholar exchange program. A DSO ensures institutional and individual compliance with the law and government
policies pertaining to F-1 students. The RO and ARO ensure institutional and individual compliance with the law and
government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F and J
regulations so that students maintain their F or J immigration status.
Examples of ISSS responsibilities include:
Recruiting international student applicants and guiding them through application and visa processing procedures
Managing international student recruitment partnerships
Marketing Augsburg College to the international community
Advocating on policy matters affecting international students
Advising the International Student Organization
Coordinating the International Student Mentor Program
Providing intercultural competence training and mentoring for students, faculty and staff
Implementing a mandatory international student orientation program each semester
Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a
driver’s license, MN State ID or social security card
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Special Academic Programs
Center for Global Education & Experience (CGEE)
Study abroad and away at Augsburg aims to provide students the skills needed to be successful in today’s highly
interconnected world. The College’s mission states, “An Augsburg education is defined by excellence in the liberal arts
and professional studies guided by the faith and values of the Lutheran Church, and shaped by its urban and global
settings.” This strong commitment to a global perspective provides the foundation to include study abroad or away in
every student’s degree program. Augsburg’s programs, including those of the Center for Global Education & Experience
as well as individual departments, as well as HECUA provide study abroad and away opportunities for students in all
majors.
Using an experiential education model that focuses learning on social justice issues, these programs challenge students
academically and personally to become “informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders.”
In addition to the following programs, students have over 300 programs in nearly 90 countries, including the United
States from which to choose in order to meet their curricular and personal needs. CGEE (formerly Augsburg Abroad and
Center for Global Education) is the front door for students and faculty interested in study abroad, and provides advising
on programs, finances, and academics. Services provided through CGEE:
Study Abroad and Away in the USA program selection advising
Financial and academic advising
Pre-departure and re-entry support, including career integration
Program coordination for semester and short-term programs
Faculty resources to globalize courses at home and abroad
In addition to the services and programs listed above, CGEE works with the entire campus to increase the breadth and
depth of Global Education within the curriculum, in our campus life and to engage the community surrounding the
campuses in the Twin Cities and Rochester, and across the United States.
About a third of Augsburg undergraduate students enroll in off-campus study programs internationally and domestically
before graduating. Students can study a variety of disciplines in a wide variety of countries. For example, students have
the opportunity to examine Environmental Sustainability in the USA, study gender issues in Mexico, study social change
in Central America, carry out business simulations in Norway and Germany, complete student teaching in Italy, intern
with community organizations in Northern Ireland, do an internship in Namibia, do ecological field study in the
Galapagos Islands, take organic chemistry in England, and gain fluency in a foreign language where it is widely spoken.
Students can choose from more than 300 programs in 90+ countries including the United States. Programs vary in length
from one week to a year abroad. In addition to the Augsburg CGEE programs (Augsburg faculty-led short-term, Augsburg
in Central America, Mexico, and Southern Africa, Exchange, and HECUA programs), students can choose from Augsburg
Affiliated Programs.
Study Abroad & Study Away in the USA Programs
Augsburg in Central America, Mexico and Southern Africa
The mission of the CGEE signature Augsburg in Central America, Mexico and Southern Africa Programs 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. Students experience three distinct types
of living situations: living with other students in a community house, spending several days in a rural setting, and living
several weeks with host families. In the Southern Africa programs, students travel together on two-week seminars—
Namibia to South Africa. Scholarships are available.
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Augsburg in Central America
Social Change in Central America: Exploring Peace, Justice, and Community Engagement (Guatemala, Costa Rica,
Nicaragua)—Fall or Spring
This is an intensive semester of study and regional travel designed to introduce students to the key issues facing Central
Americans. Students will explore the history, culture, and struggles of the people of Central America in this provocative
and inspiring experience that develops Spanish language skills while immersing participants in the lives of host families,
urban and rural communities, and grassroots organizations dedicated to work on issues related to conflict, US foreign
policy, gender, and economic and social justice. Students spend the first five weeks in Guatemala, the next four weeks in
Costa Rica, and the final six weeks in Nicaragua. Students live with local host families for nine weeks. Prerequisites: one
course in college-level Spanish or its equivalent.
Students spend the first five weeks in Guatemala, the next four weeks in Costa Rica, and the final six weeks in Nicaragua.
All students will take the following four courses: one Spanish or Indigenous language course (for native Spanish
speakers) course, REL 366, HIS/WST 355, and POL 310.
Augsburg in Mexico
Crossing Borders: Gender and Social Change in Mesoamerica—Fall
This program is an experientially-based and designed to introduce students to the important issues facing Mexico, USMexico relations, and the context in which many Mexicans are immigrating to the United States. Students will improve
Spanish language skills, as well as develop intercultural skills. Students will learn about key social, economic, political,
and cultural issues in Mexico, as well as explore the interconnectedness of race, ethnicity, class, gender, sexuality, and
religion. Students will learn firsthand from diverse women and men involved in struggles for social change, as well as
business leaders, religious leaders, feminist activists and scholars, government representatives, politicians, and political
activists. Spanish courses range from beginning to advanced, including courses for bilingual students. The program
includes rural travel within Mexico and four-to-five-day seminar in Mexico City. Students stay in the Augsburg study
center for part of the semester and with Mexican host families for four to six weeks, although semester-long homestays
are available for Spanish majors and others upon request. Students may meet several AugCore and General Education
requirements (Augsburg Experience, Fine Arts, Humanities, Keystone, Natural Science and Mathematics, Search for
Meaning II, Social and Behavioral Science and Wellness) while in Mexico and/or take courses in the following four
concentrations: Business, Religion, Spanish and Gender, Sexuality, and Women’s Studies. Spanish courses range from
beginning to advanced, including courses for bilingual students.
International Business and Global Citizenship—Fall
Today’s business leaders are increasingly well-served by a global perspective. Students gain international experience in
Mexico, the business capital of Latin America and the United States’ third largest trading partner. Students improve
Spanish language skills and understanding of Mexican culture in order to communicate with and serve the largest
immigrant group in the US – a group that is rapidly increasing in economic influence. This program emphasizes success in
business, while also encouraging a commitment to corporate responsibility, sustainability, and equality by exposing you
to both the opportunities and challenges of international business.
Students may take courses any of the following business courses in addition to any courses from the Crossing Borders
(see listing) program: Accounting Theory & Practice, Global Business Management, International Business, International
Marketing, Keystone, and Internship.
Language and Culture in Mexico—Summer
CGEE offers five, 3 1/2 week sessions (blocks) focusing on Spanish language and Mexican culture in which students can
take one course per session, and take up to five courses throughout the summer. Students can complete their full
Modern Language requirement in just 7 weeks. Students can also take ART/SPA231 (Fine Arts), Spanish (beginning to
advanced, including Spanish for Healthcare Professionals, Heritage speakers, and Ministry). 7 week Internships are
available in a number of disciplines (e.g., business, gender, sexuality and women’s studies, religion and more).
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This community-based program includes homestays, a trip to Mexico City, the pyramids of Teotihuacan, optional
weekend excursions, and numerous guest speakers designed to help students learn about history, culture, and
contemporary struggles for peace, justice, and human rights.
Migration and Globalization: Engaging Our Communities—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, socioeconomic class, gender, sexuality, economics, and the
environment. Credit is available in Spanish, History, Political Science, Religion, and Gender, Sexuality, and Women’s
Studies. Students spend most of the semester living in Augsburg housing and approximately six weeks living with
Mexican host families.
Course offerings include: HIS/WST 357, POL/WST 341, REL 200, an internship, independent study, and the choice of 1-2
Spanish courses from 16 different options (including ART 231, which meets the LAF requirement in Fine Arts). A
Recreational Wellness course (Latin Dance) is also available.
Spanish courses range from beginning to advanced, including courses for bilingual students.
Social Work in a Latin American Context—Spring
This program was created to satisfy the curricular requirements for the Bachelor in Social Work degree program. Its goal
is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a
semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language
study and social work courses. Social work field experience is also available for qualified students. Students live with
Mexican host families for six weeks.
All students are expected to take SWK 294 as a core course. Other course offerings include SWK 295, SWK 316, a field
placement in social work, and the choice of one Spanish course from 16 different options (including SPA/ART 231, which
meet the LAF in Fine Arts). A Recreational Wellness course (Latin Dance) is also available.
Prerequisites: Approval of the Social Work Department and one college-level Spanish course or the equivalent highly
recommended. Students may choose to study Spanish in Mexico during the month of January prior to the start of the
semester
Augsburg in Southern Africa
Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia and South Africa)—
Fall or Spring
This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the
perspectives of the new democracies in southern Africa. Namibia won its independence in 1990 after decades of
apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations
struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges
posed by today’s world—rapid globalization as well as under- and unequal development. Decolonizing the mind is a
long-term project. The program includes seminars in Johannesburg and Cape Town, South Africa. Available courses
are: HIS 327, POL 353, REL 346, ENV 100 and INS 312/POL 354. Internships are also available in eight different
departments, and a Recreational Wellness course (Yoga) is also available.
Exchange Programs
The Center for Global Education & Experience partners with universities around the world to provide semester and
academic year exchange opportunities to their students. Currently, Augsburg’s CGGE has active exchanges in China,
Finland, Germany, Greece, Hong Kong, Japan, Korea, Lebanon, Norway, and Slovenia. Students can choose from several
options in diverse disciplines. All coursework is in English with opportunity to student the host country language. Travel
scholarships are available for these programs. For further information on these programs and scholarships visit the CGEE
website.
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Faculty-led Short-term Programs
Faculty-led winter break, spring break, and summer programs offer opportunities to intensively study on a course
abroad with an Augsburg professor and other Augsburg students. Program travel length ranges from eight days to five
weeks. Program offerings change annually. Scholarships are available for some programs.
Higher Education Consortium for Urban Affairs (HECUA)
Augsburg, in consortium with other colleges and universities, offers full semester, summer and part-time programs in
Ecuador, Italy, New Zealand, Northern Ireland, Norway, and the USA (Twin Cities and Jackson, Mississippi). All HECUA
programs explore civic engagement, community, and social change, and emphasize internships and field study.
Art for Social Change: Intersections of Art, Identity, and Advocacy—Spring
What is art for? Who is allowed to be an artist? Where do you find art, and what happens when it finds you? In the Twin
Cities-based Art for Social Change program, students seek the answers to these questions not in a gallery or a museum,
but on busy corners, vacant storefronts, and empty lots. Students will tap into a growing movement of artists pushing
the boundaries of what creative expression does and whose voice it amplifies. Art for Social Change is taught in
partnership with Pillsbury House + Theatre, an innovative center for creativity and community in South Minneapolis.
Students meet and intern with PH + T staff, resident artists, and a myriad of leaders from the Minneapolis City Council,
neighborhood associations, and local businesses. Students receive mentorship from public artists, and an individual
budget to create three community-engaged art projects.
Community Internships in Latin America (Ecuador)—Fall or Spring
The Community Internships in Latin America program, based in Quito, Ecuador, 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, an independent project, and a homestay for an intensive immersion into
Latin American daily life and culture. In the second week of class, each student begins an individual placement at a
nonprofit community organization. Previous internship sites have included an organic farm, an arts hub for urban youth,
and a women’s safe house. Students learn firsthand 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.
Environmental Sustainability: Ecology, Policy, and Social Transformation—Fall
The most pressing environmental challenges today are global in scale and require scientific, creative, and systems
thinking approaches to understand their root causes and forge more just and equitable solutions. The four linked
semester courses of Environmental Sustainability apply systems thinking and sustainability theory to real world cases.
Students explore structural inequalities in their own communities, examining patterns of privilege, power, and
oppression. They study the restoration of degraded ecosystems, witness and participate in citizen science, and assess
how policies and partnerships foster ecologically sound transformation. Students also complete a 20 hour per week
internship at one of the many vibrant environmental organizations in the Twin Cities. Past internship placement sites
include the Land Stewardship Project, MN350, and Spark-Y Youth Action Labs. Students will leave prepared for
leadership roles at the intersection of environmental and climate justice, with a profound understanding of the work
being done locally and nationally in those fields.
Inequality in America: Policy, Community, and the Politics of Empowerment—Fall or Spring
In this Twin Cities-based semester program students actively delve into major challenges of our time: poverty,
inequality, and social change. This program asks: What are the root causes of increasing levels of economic, political,
social inequality and insecurity and how does this impact all social classes and groups in the United States? How are
economic, political, and social inequality reproduced? How do we create more opportunity for all Americans and what
are some concrete social change tools for making these changes? To answer these questions, the program examines and
connects the economy, housing systems, education, welfare, government policies, urban sprawl, regional race and class
segregation, and institutional discrimination. In professional internships, students work to explore solutions in
organizations committed to social transformation. Students have direct conversations and work with practitioners in
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government, the private sector, nonprofits, labor unions, and schools, and other community institutions working to
address poverty and economic, political, and social inequality.
Sustainable Agriculture, Food, and Justice in Italy––Fall
Students live and work at the Castello Sonnino, a historic estate roughly 12 miles outside the major city of Florence.
Since the early 1800s, the Sonnino family has run the estate, and the current generation is deeply committed to cultural
and architectural preservation. Students live in apartments on the Sonnino grounds, overlooking 300+ acres of woods,
olive groves, and working farm land. They study the political and economic context of the farming and food movements
particular to Italy. They gain firsthand experience of sustainable local food systems and the role they play in maintaining
rural culture through an internship placement on the Sonnino farm, in the nearby village of Montespertoli, or in nearby
Florence. Students receive basic Italian instruction, and complete a guided independent study project.
New Zealand Culture and the Environment: A Shared Future—Fall or Spring
Beginning with five weeks of travel across the North Island and ultimately based in Wellington, this program examines
how social and environmental factors shape political and ecological dimensions of identity and culture, and how New
Zealanders from many different backgrounds are envisioning and creating a shared future. During the trip and in
Wellington, students learn about the history of colonization, the truth and reconciliation process that shape
contemporary life, Māori protest and social movements, key strategies used to achieve sustainability, new agricultural
practices, and more. Students intern at a nonprofit organization in Wellington. Internship placements in past years have
ranged from Kennett Brothers Mountain Bikes to Sustainable Coastlines, from the Green Party New Zealand to Zealandia
Urban Eco-Reserve. Links between environment, culture, policy, and community are at the heart of these field study and
internship opportunities.
Northern Ireland: Democracy and Social Change—Fall or 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 based at the International Conflict Research
Institute at Ulster University (Derry/Londonderry), and on facilitated trips, students compare that region of Northern
Ireland to the “borderland” area and to Dublin.
Race in America: Then and Now —Summer
The summer of 2014 saw the beginning of a dramatic shift in public conversation around race in the United States. As
the tragic deaths of Michael Brown, Eric Garner, Tamir Rice, Sandra Bland, Rekia Boyd, and other unarmed men and
women dominated the news, powerful protests forced American to face the twin realities of institutionalized racism and
police brutality. Race in America: Then and Now dives into questions of racial justice in America today, and the
continuing role of race in the United States. Students meet with civil rights activists who were active in the 1960s and
those who are active now, as well as lawyers, politicians, educators, and youth. The program is based in Jackson,
Mississippi, and is offered in collaboration with the Fannie Lou Hamer National Institute on Citizenship and Democracy
at COFO on the campus of Jackson State University, one of America's Historically Black Colleges and Universities
(HBCUs).
The New Norway: Globalization, National Identity and the Politics of Belonging—Fall
In less than 50 years, Norway has become one of the richest nations in the world and increasingly diverse. Twenty-five
percent of Oslo residents, for example, are not ethnic Norwegian. The program investigates dramatic changes in
Northern Europe by examining the contemporary challenges and opportunities for the Scandinavian welfare states in an
age of globalization and mass migration. Core topics include globalization and multiculturalism, nation-building and
national identity, governance and political party systems, European integration, racial thinking, histories of racialization,
the rise of the populist/far-right, international aid politics, and gender. Questions framing the program include: How
might Norway and the other Scandinavian welfare states adapt to the challenges of multiculturalism, European
integration and globalization? What factors have made possible the rise of populist / far-right parties in Scandinavia and
what has been their impact on politics and society more generally? How have film, literature and social movements
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challenged conventional understandings of what it means to be Norwegian/Scandinavian? Students study Norwegian
language or do an independent research project, and intern with a leading NGO.
Agriculture and Justice: Building a Sustainable Food System––Spring
Two linked semester courses use hands-on, field based methods to unpack sustainable agriculture and justice, exploring
the food system, land ownership, labor practices, and policies. Students gain hands-on growing skills and travel to food
shelves, grocery stores, community centers, as wells as conventional and small-scale farms. Each student completes a
short-term stay on a sustainable farm, as well as a field project in a hunger relief organization or urban community farm.
A 4- to 8- credit food systems internship is available concurrently with the two courses, or in the summer following the
program. In past semesters students have interned with the Land Stewardship Project, Frogtown Green, Mill City
Farmers Market, and others,
Making Media, Making Change: Digital Technologies, Storytelling, and Action––Fall and Spring
This Twin Cities-based semester of two linked courses is taught in collaboration with St. Paul Neighborhood Network
(SPNN), a bustling studio and media access center that puts cameras into the hands of historically underrepresented
creators. Students of all experience levels will leave the class with three short films to their credit, including a final work
created in collaboration with a local nonprofit. In addition to hands-on training, students meet the leaders of the local
media justice landscape. Students see their work as part of a global movement to make media accessible, relevant, and
reflective of the diverse voices demanding to be heard. A 4- to 8- credit media production internship is available with
community partner SPNN simultaneously (for students who have advanced technical skills) or following the program.
Augsburg Affiliated Programs
The Center for Global Education & Experience maintains a robust portfolio of affiliated programs to enhance the global
education offerings available to Augsburg students. These affiliated programs allow Augsburg students to study
disciplines and locations that lie beyond CGEE’s signature, exchange and short-term faculty-led programs See website
for listings.
Application Process
In order to Study Abroad or Away in the USA students should follow these easy steps:
Attend and Information Session
Attend an optional Program Selection Workshop and/or search programs online
Apply by the deadline
Application Deadlines
September 30 - Spring semester and winter-break faculty-led programs
November 1 - Spring-break faculty-led programs
January 31 - Summer Session faculty-led programs
March 1 - Fall semester and other summer programs
Program provider deadlines vary; students need to meet all deadlines and eligibility requirements set by program
providers. Students should start planning in their first year for off campus study to be sure to do appropriate research
and meet all deadlines.
Academic Requirements and Credit
Students automatically fulfill the Augsburg Experience requirement on approved study abroad and study away in the
USA. Courses taken abroad can also fulfill graduation requirements including major, minor, language, Liberal Arts
Foundation, Recreational Wellness, Honors, and internship requirements. This is determined prior to departure when
students fill out the required Course Equivalency Form which is signed by faculty advisor(s), Assistant Registrar,
department chairs and assigned faculty to approve the course equivalencies.
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Credits, Grades and Residency
Students must take a full load of credits while abroad on semester programs.
Students must take courses for a grade (P/NP not allowed) while abroad.
Grades received on affiliated and most exchange programs are reported as transfer credit on the transcript, and
thus are not figured into the GPA.
A grade of “C” equivalent or higher must be received for the credit to transfer to Augsburg.
Courses taken on off-campus programs during the senior year meet the Augsburg residency requirement as students
remain enrolled at Augsburg while abroad.
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 Center for Global Education & Experience (CGEE) Office. Any courses removed by
the student without CGEE permission 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.
Eligibility
Following are Augsburg College’s requirements for Study Abroad and Away in the USA:
Minimum 2.0 GPA at the time of application. Individual programs/courses may require a higher average. Students
with lower averages should consult with CGEE.
Sophomore, junior, or senior standing by the time you off campus. First-year students on a case-by-case basis may
be allowed to study at Augsburg’s Center for Global Education & Experience program-Mexico site during their
second term at Augsburg. Short-term, faculty-led programs will allow participation as a first-year if the student
receives approval from the faculty-leader and if space allows.
Transfer students must complete one semester at Augsburg before they may study off campus.
Students must be in good academic and social standing. Students placed on academic or disciplinary probation after
admittance to the off-campus study program may be withdrawn from the program. The student is responsible for all
non-recoverable program costs incurred.
Any outstanding balances on student accounts must be resolved before students will be allowed to study off
campus.
Note: Students applying to faculty-led programs who meet the above criteria are accepted to these programs on a first
applied, first accepted basis. Space is limited, so early application is recommended.
Costs and Financial Aid
The cost of semester off-campus study is comprised of program fees that generally include tuition, housing,
international health insurance, some meals, excursions, and off campus study fees. Airfare, personal expenses, books,
and other expenses are not included in the price of semester programs. Program costs vary; Augsburg College pays the
program provider on the student’s behalf and then bills the Augsburg student account. This allows students to access
their financial aid for off campus study. Students on semester programs will always pay a minimum of Augsburg tuition
plus living and travel expenses when studying abroad.
Students who receive financial aid, loans, scholarships, and/or grants to study at Augsburg can use that entire package
to cover their off-campus study program costs. Students receiving Augsburg institutionally-funded aid (e.g., President’s,
Regents’, Legacy, Promise, and other Augsburg gift aid/scholarships, and tuition benefit) may use their scholarships to
study off campus multiple times on Augsburg programs (see below in off-campus study program section). However,
institutionally-funded aid may be used only once toward off-campus costs on an affiliate program. Cost estimates for the
time abroad are drawn up to assist the student in planning and the financial aid office in awarding aid to students
studying abroad. Additional scholarships are available for semester and academic year programs.
The cost of short-term faculty-led programs is typically comprised of tuition (for summer programs), meals, airfare,
ground transportation, and interpretation/translation services. These costs are on top of any semester/year tuition
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charges. Some scholarships are available, but are limited for short-term programs. Students often apply loans to fund
the additional cost of education travel.
Students should attend the required information session and read the advising handbook for any updates to
scholarships and financial aid policies.
Students are required to notify CGEE immediately if they choose not to continue with their off-campus study experience.
At the moment of notification, non-recoverable costs and a cancellation fee will be assessed and charged to the student
account. Depending on the time of notification of withdrawal, students may owe nothing; or they may owe the offcampus study fee, the deposit, or some or all of the program fee. Students are also subject to the cancellation and
refund policies of CGEE and their program provider.
Scholarships
The Center for Global Education & Experience offers a range of scholarships and financial aid to students with
demonstrated financial need and whose participation in a semester or summer academic program contributes to a
community of co-learners that values a variety of cultures and backgrounds.
CGEE Global Education Scholarship. Augsburg students automatically receive a $1000 scholarship on our Semester
programs at our sites in Central America, Mexico and Namibia/Southern Africa. This scholarship is also available to
students who participate on our semester exchange programs in designated countries (China, Finland. Germany,
Greece, Hong Kong, Japan, Korea, Lebanon, and Norway)
The Diversity Scholarship is for students who have not traditionally been represented in study abroad, specifically
students of color, students with disabilities, and LGBT students. Awards cover up to $6,000 off the cost of a
semester program abroad.
The Need-Based Scholarship is available for students with demonstrated financial need. Awards cover up to $2,000
of the cost of a semester program abroad.
Augsburg students receive an “Auggie Discount” of $1,000 on their first semester program (the Returnee Scholarship
will apply for the second program).
PJSA Member Discount is available for students whose home school is a member of the Peace and Justice Studies
Association. Automatic award of $500 toward a semester study abroad program in any CGE location. This discount
cannot be applied to the Social Work in a Latin American Context program.
Returnee Scholarship: Automatic discount of 10% off a second semester program for students who combine two
semester programs during their college career. There are no forms to submit for this discount.
Summer Discount: Students who participate in a full semester program in Mexico will receive a 10% discount off a
summer session (before or after the semester program).
Global Affiliate Scholarships are also available. These scholarships generally ranging from $500-$5000 are provided
directly through our affiliate partner programs.
Disabilities
CGEE and the Center for Learning and Accessible Student Services (CLASS) work closely with students with disabilities to
make every effort student needs are met while studying off-campus. Nevertheless, students are responsible for
requesting accommodations within a reasonable time frame prior to departure, ideally as early as program selection.
Students should be prepared for the fact that disability may be culturally defined. Attitudes toward disability and levels
of accessibility can vary greatly from country to country. The Americans with Disabilities Act mandates equal access to
university-sponsored programs and services to students with disabilities. However, providing access by US standards can
present unique challenges in international settings. The expectation on the part of US students and institutions is that
reasonable accommodations will be made. Depending on the country and culture, there may be different ways to define
accessibility and different expectations in terms of accommodations that can or should be made.
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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 noncredit
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, Education, Nursing,
Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations including
Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office
of the College Board. Augsburg College is a Lifelong Learning Partner with the ELCA.
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 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 attending music, theater, and art performances. Honors courses
bring in professors from several different departments so students can learn from talented professors teaching their
specialties.
For information, contact the Honors Desk at honors@augsburg.edu (612-330-1560) or Phil Adamo, Honors Program
director, at honors@augsburg.edu.
Also see the Honors Program in the departmental pages of this catalog.
Inter-Institutional Programs
Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs.
Cooperating Libraries in Consortium (CLIC)
Through CLIC, the Twin Cities private college’s library consortium, the Augsburg community has direct access to more
than 2.5 million volumes and media resources of the 14 libraries.
Associated Colleges of the Twin Cities (ACTC)
Full-time Day students at Augsburg College, Hamline University, Macalester College, St. Catherine University, and the
University of St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No
additional fee is required for such an exchange, except for private instruction in music or approved independent studies.
Exchange courses are not transfer courses, and thus courses taken through ACTC are considered Augsburg College
courses and do not impact the residency requirement. The permanent record of courses for which an Augsburg student
has cross-registered is kept in the Registrar’s Office at Augsburg College, not at the host ACTC institution. Students may
elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other
schools, or to undertake a specific course or major not offered on the home campus.
AU/WEC/ROCH programs are not part of the ACTC consortium, and students in those programs may not register for
ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements.
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Higher Education Consortium for Urban Affairs (HECUA)
Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Ecuador, New
Zealand, Northern Ireland, Norway, and the Twin Cities. (See HECUA programs in the International Programs and Urban
Studies sections of the departmental pages of this catalog.)
McNally Smith College of Music
Augsburg College full-time Day students may elect to take one course each semester at McNally Smith College of Music
(MSCM) providing that they meet all MCSM requirements. This program is open to sophomores, juniors, and seniors.
There is no additional fee for this program. Students should consult with their advisors to confirm if the classes will
count toward graduation requirements. In no instance may a McNally Smith course be used as a substitute for any
Augsburg course specifically listed within a degree program.
Exchange courses are not transfer courses. Courses taken through the Augsburg-McNally Smith exchange are considered
Augsburg College courses and do not impact the residency requirement. The permanent record of courses which a
student has completed through the exchange is kept in the Registrar’s Office at Augsburg College, not McNally Smith.
Air Force ROTC
Augsburg Day students interested in participating in the Air Force ROTC program must apply for admission to the unit at
the University of St. Thomas. Students are eligible to compete for two- and three-year AFROTC scholarships. ROTC
credits serve as electives at Augsburg. For more information contact the University of St. Thomas at
www.stthomas.edu/afrotc.
Army ROTC
Augsburg Day students may participate in the Army ROTC program at the University of Minnesota under an agreement
between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at Augsburg. For more
information, contact the University of Minnesota: Twin Cities at www.goarmy.com/rotc/schools/university-ofminnesota.
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Academic Policies and Procedures
Registration
Students must be officially registered for all courses for which they are participating. All registered courses will be
reflected on a student’s AugNet Records and Registration page. Web registration through AugNet is the primary method
of registration, although registration can be processed through the Registrar’s Office with a Registration Form in
instances where online registration is not possible. Students are responsible for verifying the accuracy of their
registrations.
Students are required to meet with their faculty advisor prior to registration for the fall, spring, and summer terms. As
some courses are offered only in alternate years, students should also consult with departmental advisors when
planning their academic program.
Specific registration dates and deadlines for each semester are listed in the Academic Calendar at
www.augsburg.edu/registrar.
Students who are missing prerequisites for a course may be eligible for a prerequisite waiver if, after discussion with the
course instructor, the instructor determines that the prerequisite learning objectives have been met. Students who
believe they have already completed the prerequisite in question should contact the Registrar’s Office at 612-330-1036
or registrar@augsburg.edu.
The following registrations cannot be completed online and must be processed with a Registration Form:
THP courses (Theater practicum courses)
100-level MUP courses (Variable-credit music lessons)
Student Teaching (Education Department approval required)
Independent Study and Directed Study (Independent Study form available on the Registrar’s Office webpage)
Internships (Internship Registration form available on the Registrar’s Office webpage)
ACTC courses (Course listings are available online through each ACTC institution and should be checked to verify the
correct meeting times and room assignment.)
Credit Loads
Full-time day students normally register for 16 credits per semester. Students in the AU/WEC/Rochester programs
typically register for 4-8 credits each semester. Students registered for 12 or more credits in a semester are classified as
full-time students. Students registered for at least 6 credits are classified as half-time students.
To register for more than 19 semester credits, students must petition the Student Standing Committee unless the
following apply: Students with a cumulative GPA at Augsburg of 3.00 or greater may take a total of 20 semester credits
without petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 22 semester
credits without petitioning. All overload registrations must be done through a Registration Form. (Note: For students in
the Day program there is an additional tuition charge for course loads over 19 semester credits. This includes combining
the credit load from both the DAY and AU/WEC programs. Auditing classes over the 19 semester credit limit will also
incur a tuition charge.)
Non-Attendance/Non-Participation Policy
Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped
for non-attendance/non-participation after the 10th business day of the term if reported by the instructor. Students are
ultimately responsible for dropping classes if they no longer plan to attend/participate. Students who have been
dropped and wish to re-enroll must submit an Academic Petition.
Internship Registration
Registration of internships for credit consists of the following steps:
Students must register the internship for the academic term that coincides with the internship experience.
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Obtain the Internship Registration Form from the Registrar’s Office webpage and complete the steps to obtain the
required signatures.
o Complete Site Supervisor Agreement form and Position Description: Submit the internship site supervisor
information and approved job/internship position description through an online form on the Strommen
Center website.
o Faculty Signature: Requires finding a faculty member willing to supervise and approve the internship based
on major discipline requirements.
o Department Chair Signature: Requires approval that the proposed internship experience meets the major
discipline requirements.
o Internship Coordinator or Director of Career and Internship Services Signature: Requires attendance at an
Internship Orientation session offered by the Strommen Center OR an individual meeting with the Internship
Coordinator or Director in the Strommen Center to review important college-wide internship information
and ensure all required documents have been submitted.
Once the completed internship registration form is submitted to the Enrollment Center, additional requirements for
internships for credit include:
Complete a Learning Agreement Plan (available electronically on the Strommen Center webpage) and receive
approval of the learning goals from the faculty supervisor responsible for grading the experience. The online form is
sent to the Strommen Center and copies are sent to the faculty supervisor and student.
Academic assignments (journals, reflection papers, etc.) as determined by the faculty supervisor and/or department
guidelines.
Complete final evaluations (sent out electronically at the end of the semester). The student and the site supervisor
will each complete an evaluation of the student’s internship experience. Results will be sent to the faculty
supervisor and student.
A complete step-by-step guide on requirements for internships for credit is available on the Strommen Center for
Meaningful Work webpage.
Independent/Directed Study Registration
To register for an Independent/Directed Study, complete and submit the Independent/Directed Study Registration form
with signatures of the faculty member responsible for the grade and the chair of the appropriate department
Dropping or Withdrawing
Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For
drop and withdrawal deadlines see the Academic Calendar at www.augsburg.edu/registrar.
Crossover Registration
(This policy is approved for the 2016-2017 academic year and is subject to review for the 2017-2018 academic year.)
Undergraduate students are enrolled in a home program (DAY, AU, ROCH, WEC) and may register online for fall and
spring semester courses outside of their home program based on course availability and subject to the restrictions listed
below by program. Students have registration priority in their home program. Students are charged the tuition rate of
their home program for crossover courses.
DAY Program Students
- Are permitted to crossover into WEC courses.
- Juniors and Seniors (based on earned credits) are permitted to crossover into AU courses without special permission.
- Pay the overload fee for any credits over 19 in their combined DAY/WEC/AU load each semester.
AU Program Students
- Are permitted to crossover into DAY and WEC courses.
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ROCH Program Students
- Are permitted to register for AU and WEC courses as soon as their registration windows open and do not have to wait
until Crossover Registration begins.
WEC Program Students
- Are permitted to register for DAY and AU courses as soon as their registration windows open and do not have to wait
until Crossover Registration begins.
Graduate Courses
Students must have completed an undergraduate degree and be admitted to a graduate program before taking
graduate level courses from that program. Exceptions are made for approved courses in the Department of Nursing, the
joint BA Accounting/MAL program, and advanced undergraduate writers approved to take ENL510 in the Master of Fine
Arts program. Undergraduate students enrolled in graduate courses will pay their standard undergraduate
rate for those courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate
course will pay their program's graduate rate of those courses.
Grading and Evaluation
Explanation of Grades
The official delivery of end-of-term grades to students is online via AugNet Records and Registration.
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 grading
system.
The following is an explanation of undergraduate grades:
Grade
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
FN
P
N
V
W
I
X
Explanation
Achieves highest standards of excellence
Achieves above basic course standards
Meets basic standards for the course
Performance below basic course standards
Unacceptable performance (no credit for the course)
Unacceptable performance (no credit for the course), student stopped attending
Represents work at 2.0 or higher (not counted in grade point average)
No credit (not counted in grade point average)
Audit
Withdrawn
Incomplete
In progress, extended beyond term of registration
Pass/No Credit Grades
Students who choose the P/N option are cautioned:
In order to receive a grade of P, a student must meet the basic standards of the course and/or achieve at least a
grade of 2.0.
Some graduate and professional schools do not look favorably on a large number of
P-graded courses, or rank each as a C.
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Maximum number of semester credits taken P/N that may be applied to graduation is 24 semester credits with a
grade of Pass (P).
P-graded courses do not count toward the requirement that 56 traditionally-graded semester 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 P/N grading for no more than eight semester
credits.
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 they wish
to use the P/N grading option. Any changes in choice of grading option must be made according to deadlines published
in the Academic Calendar each semester.
Incomplete (I) Grades
Incomplete grades (I) are to be given only in the case of extreme emergency (i.e. illness, family emergency, death in the
family, military commitment). If you have any questions regarding the qualifying emergency please contact the
Registrar’s Office for verification.
An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student
emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of
passing the course if they satisfactorily complete outstanding course requirements.
To receive an incomplete grade, a student must submit a completed Application for Incomplete Grade form to the
Registrar's Office by the grading deadline for the semester. This form 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 filing of a grade by the grading deadline of the
following academic semester. If the work is not completed by the specified date of the following academic semester, the
grade for the course becomes 0.0.
Extension (X) Grades
Internships, independent studies, and directed studies may sometimes last longer than one semester. When this is the
case, they must be completed by the grading deadlines within one year from the beginning of the first semester of
registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that
students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory
progress is being maintained. A final grade will be issued at the end of the semester in which the work is completed and
evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory
progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned.
Withdrawal (W) Grade
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade
and before the last day to withdraw.
Repeated Courses
A course in which a grade of FN, 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 for the most recent attempt, 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.
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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 18 credits. The charge to audit a course is $1,000 for parttime DAY/AU/ROCH/WEC students. The signature of the instructor is required to register an audit. Students who audit a
course should confer with the instructor within two weeks of the beginning of the term to determine expectations,
attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript 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
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 not computed in the GPA.
The formula for computing the GPA is:
GPA = Total grade points divided by number of credits attempted with 0.0 to 4.0 grades assigned.
Assessment of Student Learning
The faculty at Augsburg College are actively engaged in research about student learning and the efficacy of the
curriculum. To support such assessment of student learning activities, faculty may collect student work for evaluation
beyond grading. Any information or student work collected will be treated confidentially; the student's identity will not
be public information. Students who do not want their work collected for assessment purposes can opt out by
contacting Dr. Amy Gort, Dean of Arts and Sciences.
Classification
Students are classified when grades are posted at the end of each term. Classification is based on the number of
semester credits completed.
Classification
Freshmen
Sophomores
Juniors
Seniors
Completed Semester Credits
0 – 27.99
28 – 59.99
60 – 91.99
92 or more
Academic Status Changes
Change of Program
Students may apply to change their “home program” by completing a Change of Program form. Applications are
reviewed by a committee. If approved, the change will take effect the following term. Changes are limited to once each
academic year. A Change of Program form must be submitted before the term begins.
Withdrawal from College
Students are urged not to abandon courses for which they are registered because this will result in failing grades on
their official academic record. If necessary, students should instead submit a Withdrawal from College form. A
Withdrawal from College form may be obtained on the Registrar’s Office webpage. The deadline to file a Withdrawal
from College is the last Friday 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 submitted to the Registrar’s Office. Students
must be re-admitted to the College when they are ready to resume their studies. The Application for Readmission form
is also available on the Registrar’s Office webpage.
Students are responsible for keeping the Registrar’s Office informed of their current mailing address while away.
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Leave of Absence (DAY Program Students)
Students in the Day Program may apply to for a Leave of Absence for one semester. The Leave of Absence allows
continued access to Augsburg e-mail and AugNet Records and Registration. If a student on a Leave of Absence does not
register for the subsequent semester, the student’s file will be deactivated and the student will need to submit an
Application for Readmission form in order to re-enroll. The Leave of Absence program is not available to Day students
who withdraw from all courses while their courses are in progress.
Term Off (AU/WEC/ROCH Program Students)
Students in the AU/WEC/ ROCH Programs may take a term off for up to two semesters and have continued access to
Augsburg e-mail and AugNet Services. If a student is not registered after 10th day of the third semester, the student’s file
will be deactivated and the student will need to submit an Application for Readmission to re-enroll.
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 percent refund of tuition and
fees upon verification of call to active duty. Students must submit an Academic/Financial Petition and provide a copy of
their orders to the Registrar’s Office.
If the student is called to duty after the deadline to drop a course, the Registrar’s Office will place a W for the course(s)
along with a notation on the transcript that the student was called to active duty. This is to assist the student with any
financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s control.
Alternatively, the 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 to work out an incomplete agreement.
Students who are able to complete some of their courses would have their refunds adjusted to reflect this.
Students who are being placed on active duty should contact the Registrar’s and/or the Office of Academic Affairs as
soon as possible so the College can notify all parties and aid in this process.
Student Standing Committee
The Student Standing Committee is a standing committee of the College that reviews requests for exceptions to
academic and financial policy. Representatives from the faculty, Registrar’s Office, Student Financial Services, and
Student Affairs serve on the committee.
Academic / Financial Petitions
Students who wish to request exceptions to academic and financial policies should carefully review and complete the
Academic/Financial Petition. Petitions must be submitted within 6 months of the semester being petitioned. The
Committee typically meets to review petitions and Applications for Readmission every other week during fall and spring
semesters and once each month during the summer semester.
Academic Dismissal Appeals
Students who have been academically dismissed have the right to appeal their dismissal to the Student Standing
Committee.
Applications for Readmission
Students seeking to re-apply to the College after being placed on academic probation or after being academically
dismissed must submit an Application for Readmission.
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Catalog Applicability
Students must fulfill the general education requirements that were 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 with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an
additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original
degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn
multiple degrees from the same academic department if the majors are distinct. For example, a student cannot earn
both a BA in Computer Science and a BS in Computer Science, but may earn a BS in Computer Science and a BA in
Computational Philosophy.
Evaluation of Transfer Credit
The evaluation of transfer credits is completed by the Registrar’s Office and is based on a student’s official transcript(s).
College credit is granted for liberal arts courses completed at regionally accredited institutions with a grade of 2.0/C or
better. Liberal arts courses are defined as courses similar in nature, content, and level to those offered at Augsburg.
Augsburg does not grant transfer credit for developmental-remedial courses, vocational-technical courses, or continuing
education units (CEUs). Courses with grades of C-, CD, or below do not transfer to Augsburg College. Competency credits
and exam credits issued by another institution may and will be evaluated on an individual basis. 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.)
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 academic and faculty advisors and the Registrar’s Office before taking courses at
other institutions to ensure compliance with transfer credit policy and residency requirements. Additional resources
about transferring credit are available on the Registrar’s Office website.
MnSCU Transfer Students
Completion of the Minnesota Transfer Curriculum (MnTC) will satisfy Augsburg’s Liberal Arts Foundation requirements
and will reduce the Search for Meaning requirement to one course (REL 100). Students will be granted credit for
transferable courses graded C or better. To qualify for this transfer program, the MnTC must be completed prior to
enrollment at Augsburg.
Completion of the Associate of Arts degree with the MnTC will satisfy Augsburg’s Liberal Arts Foundation requirements,
will reduce the Search for Meaning requirement to one course (REL 100), and will waive one of two Health and Wellness
requirements. Students will be granted credit for transferable courses graded C– or better. Transfer courses that equate
to Augsburg’s requirements of Effective Writing, entry level math, and modern language must have a grade of C or
better in order for credit to be granted. To qualify for this transfer program, the AA degree and MnTC must be
completed prior to enrollment at Augsburg.
Note: Additional prerequisite coursework beyond the AA degree may be required in some Augsburg majors. Students
are advised to consult an academic advisor 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.
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Advanced Transfer Students
Students who enter Augsburg with 52 or more semester credits accepted in transfer are considered Advanced Transfer
Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below:
Waiver of Search for Meaning II
Waiver of Augsburg Seminar
Waiver of Engaging Minneapolis
Waiver of one Health and Wellness requirement (depending on transfer evaluation)
All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students.
Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for
courses completed after initial enrollment.
Transfer Credit for Military Experience
Students are welcome to submit their military transcripts to the Registrar’s Office for transfer credit evaluation. A
military transcript will contain credit recommendations from the American Council on Education (ACE) for training and
courses completed in the US Armed Services. Augsburg will review a military transcript to determine if any of the credit
recommendations contained within it meet transfer credit guidelines.
Army, Coast Guard, Marine Corps, and Navy records maintained by JST: jst.doded.mil
Air Force records: Air University and Community College of the Air Force are regionally accredited institutions. Students
should submit official transcripts from these schools during the admission process.
Graduation Requirements
The responsibility for ensuring that all degree requirements are satisfied rests with the student. Each student is required
to file an Intent to Graduate at the end of his or her junior year to confirm remaining graduation requirements.
Application forms are available on the Registrar’s Office webpage. Faculty advisors, the Academic Advising staff,
department chairs, and the Registrar’s Office staff are available for counsel and assistance in program planning.
Students who enter an academic program with a bachelor’s or higher degree should contact the Registrar’s Office about
specific requirements for a second bachelor’s degree or for the equivalent of a major.
All degree and course requirements must be completed and verified in the Registrar’s Office in order for the degree to
be conferred. There may be no incompletes or open courses on the academic record.
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 bachelor’s degree.
Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts
curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation.
The APL program at Augsburg provides several means by which students may have previous learning assessed for credit
recognition. The following is a brief description of each of these means of assessment:
International Baccalaureate Program (IB)
Courses earned from the International Baccalaureate program will be considered by the College for appropriate credit.
IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the
Registrar’s Office webpage.
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Advanced Placement Program (AP)
Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a
minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Credit granting
guidelines are available on the Registrar’s Office webpage.
The College Level Examination Program (CLEP)
This is a series of standardized tests developed by the College Board that are offered to students for a small fee at
regional testing centers. Students who score at or above the American Council on Education’s recommended score on
an approved examination may receive academic credit for that subject at Augsburg College. CLEP exams may fulfill
general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office
webpage.
DSST Exams
DSST Exams are a series of standardized tests in college subjects that are comparable to the final examinations in
undergraduate courses. Exams are offered at testing centers worldwide for a small fee. Students who score at or above
the American Council on Education’s recommended score on an approved examination may receive academic credit for
that subject at Augsburg College. Credit granting guidelines are available on the Registrar’s Office webpage.
The American Council on the Teaching of Foreign Languages
These tests assess written and/or spoken proficiency in world languages. For a small fee, students can assess their level
of knowledge in world languages to earn college credit and/or waive the modern language requirement. More
information about eligibility and qualifying languages is available from Academic Advising.
Departmental Comprehensive Exams
These are available for students to use in obtaining credit for previous learning if the following conditions are met:
There is a departmental exam available for the subject area in question.
There is a faculty member designated by the department to administer the exam.
The Registrar approves the student’s request to take the exam.
Credit for departmental exams is not computed in the GPA, and there is a charge per exam of $100 per semester
credit.
Portfolio Assessment Program
This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio
submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to
the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment
should consult the Registrar’s Office. In completing the evaluation of a student’s previous learning, the faculty team
applies the following criteria:
There is documentable evidence of a cognitive component in the previous learning experience that involved
prescribed or systematic study of content material found within liberal arts coursework.
The learning has been objectively verified by individuals in addition to the presenting student.
The learning lends itself to both qualitative and quantitative measurement.
The learning relates well to the student’s educational goals.
The learning and skills involved are current and could be used at the present time.
Students may apply for the credit assessment process after completing at least one term of academic work at Augsburg
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 granted by portfolio review is not computed in the GPA.
Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers.
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Maximum Credit Accepted for Previous Learning
While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this
learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg allows
a maximum of 32 credits (one-fourth of a bachelor’s degree) to be obtained through previous experiential learning. In
compiling the 32 credits for previous experiential learning, the student may use any combination of the assessment
processes available in the APL Program: AP, CLEP, IB, DSST, ACTFL, departmental comprehensive exams, and credit
granted through portfolio assessment.
Graduation
Requirements
Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a
minimum GPA in major(s)/minor(s) and in total coursework, and residence.
1. Completion of 128 semester credits—No more than these maximums may be applied toward the 128 total semester
credits required:
o Eight semester credits by independent/directed study
o 16 semester credits of internship
o 24 semester credits with a grade of Pass (P)
o To graduate with Latin honors, students may take no more than eight elective P/N graded semester credits.
o 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 eight semester credits with P grades
toward a major and no more than four semester credits with a P grade toward a minor.
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 under the
Augsburg Curriculum 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 coursework for the major or minor. Some majors,
licensure, and certificate 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 —A minimum of 32 semester credits must be completed through Augsburg College. Additionally, no
fewer than 24 of the last 32 semester credits must be completed at Augsburg or within an approved exchange
program (ACTC, McNally Smith, or Augsburg Abroad). Transfer courses and Assessment of Previous Learning (APL)
credits are counted against the residency requirement. Therefore, students are encouraged to complete transfer
work and APL credits prior to reaching senior standing. Some departments have a minimum number of credits that
are required in residence within the major or minor. Consult the departmental pages of this catalog for further
information.
Latin Honors
Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin
honors upon completion of a bachelor’s degree.
Students may also receive honors recognition for departmental honors 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
Magna Cum Laude
Cum Laude
3.90-4.00 GPA (plus successful completion of the Summa Oral Examination)
3.80-3.89 GPA
3.60-3.79 GPA
To be eligible, a student must complete a minimum of 56 traditionally-graded credits at Augsburg and have no more
than eight elective pass/no credit graded credits at Augsburg (classes offered only with P/N grading will not be counted).
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For additional information, including the guidelines for the summa cum laude oral examination visit the Registrar’s
Office webpage.
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 achievement. Participation in commencement, however, does not mean that a student has
graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of
participation in commencement.
Augsburg College holds two commencement ceremonies in the spring to accommodate the College’s different student
populations. One commencement ceremony is for students in the Day undergraduate program. The second ceremony is for
graduate program students and undergraduate students in the Adult Undergraduate and Rochester programs.
Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no
more than three requirements will remain in their program at the conclusion of spring semester; and (2) the remaining
requirements will be completed in the summer or fall semesters immediately following commencement.
Satisfactory Academic Progress (SAP)
Requirements
At the end of each fall, spring, and summer semester, the College will review the academic progress of all non-degree
and degree-seeking undergraduate students registered for that semester.
In order to remain in good academic and financial aid standing, students are required to maintain a cumulative Augsburg
College GPA of at least 2.0 and cumulative credit completion rate of at least 66.67%.
Credit Completion Rate Calculation
Attempted credits: Includes transferred credits and unsatisfactory grades (W, X, 0.0, FN, N, IP).
o Remedial and repeated courses do not count as attempted credits, so should be subtracted from the total
number of attempted credits.*
Earned credits: Includes transferred credits and satisfactory grades (0.5 - 4.0, P).
Divide earned credits by attempted credits (do not round numbers up or down)
o Example: 19 earned credits / 27 attempted credits = .7037 or 70.37%
o Example: 17 earned credits / 27 attempted credits = .6296 or 62.96%
Warning
Students who do not meet cumulative standards will be placed on Warning. At the end of the next semester attempted,
students meeting cumulative standards will be removed from Warning. If cumulative standards are not met, the
student’s semester term GPA and completion rate will be evaluated. Students earning a minimum of a 2.25 term GPA
and 66.67% term completion rate and completing all other Warning requirements (www.augsburg.edu/acskills) will be
placed on Probation. If cumulative and term standards are not met, students will be Suspended.
Probation
Students on Probation must meet cumulative standards. At the end of the next semester attempted, students meeting
cumulative standards will be removed from Probation. If cumulative standards are not met, the student’s semester term
GPA and completion rate will be evaluated. Students earning a minimum of a 2.25 term GPA and 66.67% term
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completion rate and completing all other Probation requirements (www.augsburg.edu/acskills) will remain on
Probation. If cumulative and term standards are not met, students will be Suspended.
Students on Warning or Probation who voluntarily withdraw from college may apply for readmission. At that time, the
Student Standing Committee will review their application for readmission.
For more information about Warning and Probation requirements, visit www.augsburg.edu/acskills.
Suspension
Students on Warning or Probation who do not meet cumulative and term standards will be suspended from the College.
Students may appeal their Suspension to the Student Standing Committee. Instructions for appeal are included in the
Letter of Suspension.
Students who have been suspended may apply for readmission after one full academic year (including fall, spring, and
summer semesters). At that time, the Student Standing Committee will review the application for readmission.
Augsburg College reserves the right to intervene with students who earn less than a 2.0 and 66.67% in a semester but
are otherwise meeting cumulative standards.
Professional Program Dismissal
Students may also be dismissed from professional programs, such as social work, education, and nursing. A student
dismissed from a program may appeal the decision through the Program Dismissal Appeal Process. The process is
available at inside.augsburg.edu/studentaffairs/studentguide.
Dean’s List
The Dean’s List, compiled after each semester, recognizes undergraduate students for outstanding achievement during
the term. Students can qualify for the Dean’s List in two ways:
Earning a semester GPA of 3.50 or higher based on 12 or more traditionally-graded credits
Earning a semester GPA of 3.75 or higher based on 6-11 traditionally-graded credits
Incomplete courses and other classes without final grades at the time the Dean’s List is compiled will not be considered.
The Dean’s List is published on Inside Augsburg and students can choose to submit announcements to their hometown
newspapers.
Enrollment/Degree Verification
Augsburg 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
2300 Dulles Station Blvd, Suite 300
Herndon, VA 20171
Web: www.studentclearinghouse.org
Phone: 703-742-4200
Veterans of Military Service
Augsburg is approved by the state approving agency for VA education benefits. Veterans and eligible spouse and
dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services
about completion of enrollment verification and the forwarding of other information to the Department of Veterans
Affairs. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of
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educational assistance funds received. Additional information about veterans’ education benefits can be found at
www.benefits.va.gov/gibill.
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Augsburg Core Curriculum
Augsburg College is dedicated to educating students intellectually, physically, and spiritually. To live fully and act
effectively, humans must have a broad grasp of the world from which they have come, as well as the world in which they
live. Through providing courses in the humanities, fine arts, natural sciences, and social sciences, the core curriculum
introduces students to the breadth and complexity of human knowledge and our world.
“Search for Meaning” courses invite students to explore vocation, diversity, and pluralism through the study of Judaism,
Christianity, and Islam, and encourages students to consider their own religious, philosophical, and ethical commitments
in dialogue with other perspective. The Language courses introduce students to the skills and sensibilities necessary to
cross cultures and work across difference. Wellness courses offer students opportunities to develop skills and habits of
healthful living.
Students choose from more than 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for
a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and
religious life, an Augsburg College education strives to educate its students in a real world for the real world.
Undergraduate Student Learning Outcomes
The College’s mission statement offers a series of educational values:
Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its
life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the
faith and values of the Lutheran Church, and shaped by its urban and global settings.
As part of this mission, Augsburg’s faculty have identified a set of outcomes for student learning
These areas reflect our shared commitment to offering a vibrant liberal arts education in tandem with career
preparation and vocational discovery. We expect students to achieve these outcomes cumulatively, through the
completion of the core curriculum, majors / minors, electives and co-curricular experiences.
As Informed Citizens, students are learning to …
engage their communities and demonstrate a sense of agency to create change in ethical and informed ways
explain diverse positions and collaborate effectively across social, cultural and geographic differences in local and
global contexts
As Thoughtful Stewards, students are learning to …
critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic
context
identify the broad foundations for sustainable living and apply them in demonstrable ways
As Critical Thinkers, students are learning to …
use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate competing
claims
construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other
formats
As Responsible Leaders, students are learning to …
employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments
articulate and solve problems in creative, analytical, and integrative ways
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Overview of the Curriculum
The Augsburg Curriculum is comprised of three main components: core curriculum (or general education requirements),
major requirements, and electives. Some students may need to complete entry-level skill courses before enrolling in
college-level classes. The general education requirements include a liberal arts foundation, signature courses and
experiences, skills development, and a keystone.
Entry Level Placement Tests
Math, Writing, English (if applicable), and language placement for Language courses.
The Augsburg Core Curriculum
The Augsburg First Year
Augsburg Seminar
Engaging Minneapolis
Many Voices Project
The Augsburg Signature Curriculum
Religion, Vocation, and the Search for Meaning I and II
Augsburg Experience
Senior Keystone
The Liberal Arts Foundation
Natural Sciences and Math
Social and Behavioral Sciences
Humanities
Fine Arts
Electives
Majors
Skills
The Augsburg Curriculum is designed to help students develop the skills necessary for successful careers and fulfilling
lives, including:
Writing
Critical Thinking
Oral Communication
Information Literacy
Quantitative Literacy
Religious Literacy
Problem Solving
Intercultural Competence
Civic Agency and Engagement
Health and Wellness
Entry Level Placement Tests
Prior to their first registration, students will complete entry level skills assessments in:
Mathematics
Writing
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Language Placement
and, if applicable, English Language Learning
First-year students entering Augsburg in the fall of 2013 or later who require developmental/entry-level courses must
complete these courses by the end of their fourth term. Transfer students entering Augsburg in the fall of 2013 or later
must complete all required developmental/entry-level courses by the end of their third term. The developmental
courses subject to this policy are:
ENL 101
ENL 111 / HON 111 / ENL 112
ENL 217 / 218
MAT 103 / 105
Entry-Level Mathematics
For a strong start at Augsburg, students will take entry-level exams to determine their math placement group (MPG.) In
some cases, students who have transferred a mathematics course taken at another college may have their MPG
determined by the Registrar’s Office. All other students must take the Augsburg Math Placement Exam, which is
administered by Academic Advising. Students are required to take the Math Placement Exam before registering for the
first term. Practice questions and other information are available from Academic Advising -- students are encouraged to
study for the exam. Students may retake the Math Placement Exam once during their first term of enrollment.
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 in Math Placement Group (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.
Entry-Level Writing
A writing sample is required of students to determine placement in an appropriate writing class. In some cases, students
who have transferred an equivalent English composition course from another college or Advanced Placement English
Language and Composition with a score of 4 or 5 may have placement determined by the Registrar’s Office. All other
students must take the Writing Placement Test, which is administered by Academic Advising.
Based on the writing sample, students are placed into the appropriate writing course. Students are required to complete
Effective Writing (or Advanced Effective Writing or Honors Effective Writing). Students who need to develop
competence in composition skills are required to enroll in Developmental Writing (ENL 101) before taking Effective
Writing. These students must pass Developmental Writing (ENL 101) with a grade of P, 2.0, or higher before enrolling in
Effective Writing (ENL 111/112/HON 111).
Modern Language Assessment
Students with proficiency or experience in French, German, or Spanish complete an assessment to determine placement
in Augsburg's modern language courses. Students begin their exploration of modern language at the level identified by
the placement test. This online assessment is administered by Academic Advising. Placement assessment for American
Sign Language and Ojibwe is administered by faculty representing those specific languages.
English Language Learners Assessment
Students whose primary language is other than English will complete an assessment to determine preparedness for
classes taught in English. Results of this assessment determine placement in English Language Learner course(s). This
assessment is administered by Academic Advising.
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Core Skills Requirements
Effective Writing
Students must pass ENL 111 - Effective Writing, ENL 112 - Advanced Effective Writing, or HON 111 - Honors Effective
Writing with a grade of 2.0, P, or higher, or transfer in an equivalent course. Attendance at the first day of class is
required.
Language
For students who have not previously studied a second language, completion of a two-course sequence in the same
language with a minimum grade of 2.0 or P in both courses is required. For a language previously studied, placement
into the 211 level or successful completion (minimum grade of 2.0 or P) of 112 satisfies the graduation requirement.
Placement into French, German, and Spanish courses is based on assessment results from an online Brigham Young
University evaluation tool. Students proficient in other languages may seek a placement evaluation through faculty
fluent in the specified language at Augsburg or other ACTC schools. Details are available from Academic Advising.
Availability of assessment in all languages is not guaranteed.
Assessment is used for placement only and does not result in credit. Students may audit, but will not receive credit for
any course taken below their placement level. The Department of Languages and Cross-Cultural Studies may review and
sometimes override assessment results as deemed appropriate.
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 Language Core Skill.
Students whose first language is not English and whose score is below the minimum on the English Language Learners
(ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL
course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL
requirement will receive credit for the Language Core Skill requirement. Contact Academic Advising or the English
Department for additional information.
Health and Wellness
Two health and wellness courses are required. WEL100 - Foundations of Wellness (formerly HPE001) is required of all
students. The second course may be chosen from a variety of different WEL102 – Recreational Wellness (formerly
HPE002) courses. Students may test out of the WEL102 course by demonstrating proficiency from a selected
Recreational Wellness activity. Proficiency exams are offered through the Health and Physical Education Department
each semester. There is a fee to take the Recreational Wellness Activity Proficiency Test. Intercollegiate athletes and
Health and Physical Education majors may not test out of this requirement.
The Augsburg Core Curriculum
The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens
through their engagement in a curriculum that:
Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills
Calls for common inquiry into questions of faith and the search for meaning
Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a
diverse world
The curriculum has three major components:
Liberal Arts Foundation
Signature Curriculum
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Skills Development
The Augsburg First Year
To smooth the transition to college and their new community, first-year weekday program students are required to take
courses containing the following components:
Augsburg Seminar and Engaging Minneapolis
The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its
commitment to its urban location. Embedded in the first-year Augsburg Seminar experience, Engaging Minneapolis
introduces students to the city as a resource for intentional learning, typically through civic engagement, cultural
engagement, and/or service-learning.
Many Voices Project
Embedded in ENL 111, 112, and HON 111 (see Core Skills requirements), the Many Voices Project engages first-year
students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways
in which written communication can promote understanding and productive engagement among different cultures and
points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication
among diverse writers and readers.
The Augsburg Signature Curriculum
Religion, Vocation, and the Search for Meaning
Guided by the faith and values of the Lutheran Church, the Search for Meaning courses encourage inquiry, welcome
diversity, wrestle with life’s complexities, and engage the world. Two required courses (REL 100 plus a Search for
Meaning II course) highlight Augsburg’s commitment to developing religious literacy and nurturing students to think
critically about the concept of vocation.
Students from all faith traditions will find a generous spirit of hospitality in these courses. Whether you are Jewish or
atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual
but not religious,” these courses promote respect and understanding across faith traditions. All religion courses engage
with the concept of vocation and an understanding that we are called to live and serve as neighbors. REL 100 explores
the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments
and actions we make in life.
The Liberal Arts Foundation
The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of
disciplines and subjects. The course offerings in the liberal arts provide the opportunity for students to acquire a broad
and solid foundation for their specialized study and professional preparation.
Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and
Mathematics, Social and Behavioral Sciences, Humanities, and Fine Arts.
The official list of approved LAF courses is found on the Registrar’s Office webpage.
Natural Sciences and Mathematics
Two approved courses from two different departments: Biology, Chemistry, Environmental Science, Mathematics,
Physics. One must be a lab science course.
Social and Behavioral Sciences
Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political
Science, Psychology, Sociology.
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Humanities
Two approved courses from two different departments/programs: American Indian Studies, Communication Studies,
English, History, Philosophy, Religion, Languages and Cross-Cultural Studies (literature and culture courses), and Gender,
Sexuality, and Women’s Studies.
Note: The signature Search for Meaning (REL 100 and 200) courses do not count as humanities Liberal Arts Foundation
requirements. If a student opts to take another approved upper-division REL course to fulfill the Search for Meaning II
requirement, it may not count toward a Humanities LAF.
Fine Arts
Two approved courses or approved activities from two different departments: Art, Film, Music, Theater.
One fine arts LAF requirement can be met by participating in one of the following:
Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115)
Four semesters of orchestra (MUE 121)
Four semesters of concert band (MUE 141)
Senior Keystone
The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education—
vocation and the search for meaning in a diverse and challenging world. In this course, students reflect on the meaning
of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Many
Keystone courses also meet major requirements.
The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills
and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place
in the world as leaders and servants.
Electives
A student must complete a minimum of 128 semester credits in order to graduate. If the Core Curriculum and Major
requirements do not reach 128 semester credits, the student may take electives for credit in any subject area to reach
the minimum credit requirement.
Majors
For major requirements, see the appropriate departmental page(s) of this catalog or consult the department chair.
Graduation Skills
An Augsburg education aims to develop certain key skills during the years in college. Critical thinking, quantitative
reasoning, speaking, writing and information literacy are deliberate components of certain courses. Graduation skill
requirements typically are embedded in required courses in the major. Some departments, however, designate courses
outside the major or elective courses in the major that fulfill these requirements.
The Quantitative Reasoning (QR) skill incorporates both foundational mathematical skills and the application of those
skills. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning courses. See the appropriate
departmental page(s) in this catalog or consult the department chair for more information.
Core Curriculum Modifications
Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum
requirements in one of the following ways.
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Bachelor of Science/Liberal Arts Foundation (LAF) Waiver
Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements,
provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses,
two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are
approved for the Bachelor of Science/LAF Waiver:
Actuarial Science (St. Thomas)
Biology
Biopsychology
Chemistry
Elementary Education
Exercise Science
Health Education (teaching licensure only)
Mathematical Economics
Mathematics
Music Therapy
Nursing
Physical Education (teaching licensure only)
Physics
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:
Actuarial Science (St. Thomas)
Biology
Biopsychology
Chemistry
Mathematical Economics
Mathematics
Music Therapy
Nursing
Physics
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Majors and Minors
Majors, or concentrations of study, may be within one department, within one division, or may cross academic
disciplines.
Students are required to declare a major upon completion of 48 semester credits, and earlier in some disciplines. Details
of majors and minors are in the departmental pages of this catalog. Unless otherwise indicated, majors are part of the
Bachelor of Arts degree. Students are not required to complete a minor for graduation. Minors completed after a
bachelor’s degree is awarded are noted on the transcript.
Below is a complete list of majors, minors, and emphases. Listings that are in bold type are offered through both the Day
Program and the Adult Undergraduate (AU) program. Students are encouraged to discuss scheduling rotation of major
courses with their faculty advisors.
Majors and Areas of Emphasis
Accounting
American Indian Studies
Art
Art History
Studio Art
Graphic Design
Biology (BA or BS)
Life Sciences (BA)
Biopsychology (BS)
Business Administration
Economics/Business Administration
Music Business
Chemistry (BA or BS)
Communication Studies
Computer Science (BA or BS)
Computational Economics (BA)
Computational Philosophy (BA)
Economics
Applied Economics
Computational Economics
Economics
Economics/Business Administration
Economics/Political Science (teacher licensure
major)
Mathematical Economics (BS)
Education
Education Studies (non-licensure)
Elementary Education Studies (non-licensure)
Kindergarten-Elementary (BA or BS- licensure)
K-12 English as a Second Language
Special Education: Academic Behavioral
Strategist
Secondary (non-major, licensure only)
English
Communication Arts/Literature (teacher
licensure major)
Creative Writing
Literature, Language, and Theory
Environmental Studies
Exercise Science (BA or BS)
Film
Finance
Gender, Sexuality, and Women’s Studies
Global Women’s and Gender Studies
Sexuality Studies
Health Education (BA or BS)
History
International Business
International Relations
International Business Concentration
Languages and Cross-Cultural Studies
Cross-Cultural Studies
French
German
Spanish
Management
Management Information Systems
Marketing
Mathematics (BA or BS)
Medieval Studies
Music
Music (BA)
Music Business (BA)
Music Education (BM)
Music Performance (BM)
Music Therapy (BS)
New Media
Promotional Communication
Game Design
Web Design
Nursing (BS-Evening program offered through AU only)
Philosophy
Computational Philosophy
Physical Education (BA or BS)
Physics (BA or BS)
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Biophysics (BS)
Space Physics (BS)
Political Science
Political Science/Economics (teacher licensure
major)
Pre-Law
Public Policy and Political Change
Psychology
Psychology and Law
Clinical Psychology
Social Psychology
Religion
Youth and Family Ministry
Social Work (BS)
Sociology
Student-Designed Major
Theater
Design/Technical
Directing/Dramaturgy/Playwriting
Performance
Urban Studies
Minors
Accounting
American Indian Studies
Art
Architecture
Art History
Graphic Design
Studio Art
Biology
Business Administration
Business Minor for Science Majors
Chemistry
Communication Studies
Computer Science
Culture and Social Justice
Economics
English
Literature, Language, and Theory
Writing
Creative Writing
Environmental Studies
Film
Gender, Sexuality, and Women’s Studies
Global Women’s and Gender Studies
Sexuality Studies
Health Education
History
International Business
International Relations
Languages and Cross-Cultural Studies
French
German
Spanish
Leadership Studies
Management Information Systems
Business Analytics
Marketing
Mathematics
Statistics
Medieval Studies
Music
Music Business
New Media
Peace and Global Studies
Philosophy
Physical Education
Physics
Political Science
Pre-Law
Public Policy and Political Change
Psychology
Religion
Youth and Family Ministry
Sociology
Social Welfare
Special Education
Theater
Musical Theater
Urban Studies
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Student-Designed Major
Students may design their own major with the assistance and approval of three advisors from relevant fields and
subsequent final approval by the Augsburg 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 advisors, and obtain AAC approval of the program. Students should
seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design
without affecting the student’s proposed completion date. The deadline for initial submission of the program design to
AAC is the first term in which the student has achieved junior status; the final version must be approved the term before
the student achieves senior status.
Students wishing to design majors must:
1. Develop the student-designed major in concert with three faculty advisors from relevant fields, who together
constitute the Review Team. All advisors must sign the proposal cover sheet and submit supporting letters of
approval to AAC. Supporting letters should assess both the student’s ability to complete the proposed major and the
validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The
advisors’ signatures and supporting letters represent their approval of the program, including the capstone course,
and their commitment to oversee the student’s progress.
2. Develop a student-designed major program proposal that includes:
A statement of learning goals and objectives
A list of proposed courses (minimum of 36 semester credits, no more than one of which is a lower-level
language course, and at least five of which are upper division) and a discussion of how the courses are related to
the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan
usually associated with 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 Clair &
Gladys Strommen Center for Meaningful Work for additional information regarding career objectives. The
proposal should provide information showing how the Augsburg Core Curriculum requirements (including
graduation skills) are to be fulfilled.
A description of the student-designed major capstone to be taken some time during the senior year. The student
should devise the capstone in consultation with advisors. It should require an integrative project/paper that
draws together the coursework up to that point and/or prepares one for further study. In addition, at least one
of the advisors must specifically address the rationale for the proposed capstone in his or her supporting letter,
though approval of the student-designed major program by all advisors presumes their approval of the capstone
course.
Submit the completed proposal and supporting documentation to the Office of Academic Affairs.
If AAC approves the proposed major program, the student will be expected to complete the program designed and still
meet all of the other Augsburg degree requirements as stated in the college catalog.
Students who design their own majors will meet with their advisors regularly throughout the design and subsequent
evaluation of their program. Changes in the approved student-designed major may be made through the normal
petition process to the Student Standing Committee with advisor approval.
ACTC Majors
Full-time Day students may complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students
who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major
or Minor Declaration Form to the Registrar’s Office. This form must list all ACTC courses required and be signed by the
ACTC school advisor. Some majors may not be available or may have a competitive application process with acceptance
determined by the major department.
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Students choosing an ACTC major will need to work with an advisor at the other campus to plan course schedules so
that the student is making progress towards the degree. Students should know that registration for ACTC courses can
be limited and are advised to submit registration materials at the earliest possible time.
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Pre-Professional Programs
Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, or pharmacy can profit
from a liberal arts education at Augsburg.
It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of
study at Augsburg planned accordingly. A faculty advisor is available in each field to assist students in their planning. In
addition, the Undergraduate Research and Graduate Opportunities (URGO) office includes a Health Science Advisor who
works directly with students pursuing health care fields. Students who want to plan a pre-professional program should
contact Academic Advising prior to or early in their first year to arrange for faculty advising.
List of Pre-Professional Programs
Pre-Health Science
o See Biology Departmental page
Pre-Law
o Students considering a career in law should examine the handbook published by the Association of
American Law Schools. Pre-law students major in disciplines of their own choosing; most law school
entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable Law
School Admission Test (LSAT) score.
Pre-Pharmacy
o Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the
University of Minnesota: BIO 151, 353, 476; CHM 115, 116, 351, 352; COM 111 or 115; ECO 112 or 113; ENL
111, 220; MAT 145; PHY 121, 122; and two courses in behavioral sciences such as PSY 105 and SOC 121.
Requirements at other universities may vary.
Pre-Seminary
o A student may enter a theological seminary with any of several different majors, such as history, philosophy,
English, psychology, sociology, or religion. Recommended preparation includes 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 Bernhard Christensen Center for Vocation provides resources and
support, including scholarship opportunities, for students considering seminary.
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Academic Organization and Departments
As a liberal arts institution, Augsburg 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.
Degrees Offered
Augsburg offers the following undergraduate degrees:
Bachelor of Arts
Bachelor of Music
Bachelor of Science
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 advisors and participate regularly in campus activities. Every incoming student is assigned both a faculty
and staff academic advisor. In this close interaction, faculty act as mentors for students, and the staff advisor primarily
guides course planning.
Course Descriptions
Course descriptions offer a brief summary of the subject matter to aid students in planning a program. Course
descriptions can be found at our Course Description Search. A syllabus containing a more detailed explanation of
content, approach, requirements, and evaluations for a particular course can be obtained from the instructor.
Internships and Independent Studies
Every department offers opportunities for internships and independent study. The course description and process for
registering for credit is normally the same for each department. Some departments have additional requirements that
are noted in the course description. Interdisciplinary internships are also available.
Internships
198 – Internship/On-campus
199 - Internship/Off-campus (4 credits)
A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and
site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities
inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the
departmental internship coordinator or a faculty member and the Strommen Center regarding requirements and
permission to register.
396 - Internship/On-campus (4 credits)
397 - Internship/Off-campus (2 credits)
398 - Internship/On-campus (2 credits)
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399 - Internship/Off-campus (4 credits)
A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site
supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities
inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the
beginning of the term/registration, interested students must consult with the departmental internship coordinator or a
faculty member and the Strommen Center regarding requirements and permission to register. (Off-campus 397/399
internships are one option for the Augsburg Experience graduation requirement.)
Directed and Independent Studies
299 - Directed Study
An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Approval
must be secured in writing from the instructor and the department chairperson before the term in which the study is
undertaken.
499 - Independent Study/Research
An opportunity for advanced and specialized research projects. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
Academic Year
All Augsburg programs follow the semester calendar with fall, spring, and summer semester lengths ranging from 14-16
weeks.
In Augsburg’s Day Program full-time students normally take 16 credits per semester. Day Program students are able to
take courses from the other four Associated Colleges of the Twin Cities during fall or spring semester.
Adult Undergraduate (AU) classes typically meet on the same night of the week, Monday through Thursday for threeand-a-half hours, on an alternating bi-weekly schedule. The alternating weeks of the semester are labeled “Maroon,”
and “Silver.” Online and out-of-class work occurs during the non-class meeting week. Students may take up to 18 credits
per semester.
Weekend and Evening College (WEC) classes typically meet on alternate weekends. There are seven to eight face to face
class sessions supplemented by online instruction each semester, and classes meet on weekends for 3.5 to 4 hours.
Students may take up to 18 credits per semester.
Rochester (ROCH) campus classes are held on weekday evenings and meet alternate weeks. There are seven to eight
class sessions supplemented by online instruction each semester with each class meeting for 3.5 to 4 hours. Students
may take up to 18 credits per semester.
Courses and majors offered through AU/ROCH/WEC are equivalent to their Day Program counterparts. However, the
curriculum is limited to selected liberal arts courses and majors.
Course Offerings
In general, most courses are offered at least once per year unless otherwise indicated. Since some courses are offered
alternate years, it is important that the student review major requirements and course offerings with an advisor to
ensure that all requirements can be met.
Note: Not all courses are offered in all programs. Refer to AugNet Records and Registration for information on when
specific courses are offered.
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Credit Hour Definition
Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period
of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student
work completed over a different time frame or via a different delivery method.
Numbering
Courses numbered 100 -299 are classified as lower division. Courses numbered 300 and above are classified as upper
division. In general, courses in the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for
seniors.
Prerequisites
Courses that must be taken before enrolling in a higher level course are listed in the online Course Description Search as
prerequisites. While it is not recommended, a student may enroll in a course when a prerequisite has not been fulfilled if
there is prior approval by the professor teaching the course. Effective Writing (ENL111) and math placement
prerequisites cannot be waived by the instructor. Students may be dropped from a course they have registered for if
they do not earn a satisfactory grade in the prerequisite for that course in the preceding semester.
Divisions and Departments
The 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, Languages and Cross-Cultural Studies, Music,
Philosophy, Religion, Theater, Gender, Sexuality, and Women’s Studies, College librarians.
Natural and Social Sciences
Biology, Chemistry, Computer Science, Economics, Mathematics, Physics, Political Science, Psychology, Sociology.
Professional Studies
Business Administration, Education, Health, Physical Education and Exercise Science, Nursing, Social Work.
Full explanation of departments and academic programs including major/minor requirements, graduation skills, and
other academic information is provided in the following pages, alphabetically by department.
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American Indian Studies
American 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, culture, language, literature, the arts,
philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of
study exposes students to the richness and beauty of North American Indian cultures.
Faculty
Eric Buffalohead (Chair), Elise Marubbio, Dale Weston, Vinodh Kutty, Virginia Allery, Sophia Jacobson
Degree and Major Requirements
American Indian Studies Major
Nine 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
In addition, students must complete four electives. At least four of the courses toward the major must be upper division.
Elective course options:
AIS 208 - Native American Women and Film
AIS 233 - Women: A Cross-Cultural Perspective
AIS 264 - American Indian in the Cinema
AIS 299 - Directed Study
AIS 305 - Indigenous Issues of the Americas
AIS 320 - American Indian Women
AIS 332 - Native American Storytelling
AIS 364 - Indigenous Filmmakers
AIS 396 - Internship
AIS 399 - Internship
AIS 408 - Native American Women and Film
AIS 490 - Keystone: Indigenous Issues of the Americas
AIS 495 - Topics
AIS 498 - Independent Study/Research
AIS 499 - Independent Study
ART290 - Native American Art
ENL255 - American Indian Literature
ENL355 - Themes in American Indian Literature
OJB111 - Beginning Ojibwe I
OJB112 - Beginning Ojibwe II
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by GST 200, MAT 163,
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MAT 164, or PHI 230. Transfer students must consult an advisor about potential adjustments to their course
requirements to fulfill each of these skills.
American Indian Studies Minor
Five courses including AIS 105. At least two courses must be upper division.
For a complete list of courses and descriptions, see the Course Description Search.
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Art
Art 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 flourish with diversity. We are a small campus in the heart of a major
metropolitan area with an innovative faculty and creative curriculum in graphic design, drawing, painting, printmaking,
ceramics, sculpture, photography, hand papermaking, book arts, architecture, and digital media. A solid foundation of
drawing, design, and history is balanced with the development of technical skills, critical thinking, and creative
exploration in a range of media. On-campus galleries showcase student and professional artwork. Nearby museums,
galleries, studio visits, and guest artists provide art in real time. Service learning, internships, and study abroad are
integral to our program. We reach nearly 1,000 students a year from all disciplines, and graduate 25-30 majors annually
with Bachelor of Arts degrees in art history, studio art, and art education. An emphasis in graphic design, an architecture
minor, and certificates in art and graphic design provide additional opportunities for specialization.
For half a century, students have been earning degrees in studio art and art history at Augsburg College. We’re excited
to be here in the center of the city. You will be, too.
Art Faculty
Kristin M. Anderson, Susan Boecher, Christopher Houltberg, Tara Sweeney, Robert K. Tom
Degree and Major Requirements
Note: All studio courses require 3-6 work hours per week outside of class sessions. Most studio courses have lab fees.
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
ART 201 - Introduction to Graphic Design
ART 223 - Print Making I
ART 257 - Watercolor Painting I
One course in three-dimensional art from:
ART 221 - Sculpture I
ART 250 - Ceramics I
ART 280 - Hand Papermaking and Book Arts I
Five additional studio arts courses
ART 240 - Art History Survey, and two additional art history courses
ART 305 - Junior Exhibition and Faculty Review
ART 405 - Senior Exhibition and Faculty Review
Studio majors must participate in a group exhibition and review in their junior year, followed by a solo or two-person
show with a faculty review in their senior year, and the annual senior group exhibition.
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), Writing (W), and Quantitative Reasoning (QR) are met by completing the
following courses:
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S: Choose from ART 102, 133, 225, 424, or upper division art history courses (ART 349, 352, 382, 385, 386, 387, 388,
389).
W: Choose two of the following courses to satisfy the writing skill: ART 349, 352, 385, 386, 387, 388, and 389.
QR: PHY 119, MAT 145, MAT 146, MAT163, GST 200, or PHI 230.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Graphic Design Major
Four one-credit courses:
ART 124 - Graphic Design Production: InDesign
ART 125 - Graphic Design Production: Illustrator
ART 126 - Graphic Design Production: Photoshop
ART 226 - Artist Workshop
The following four-credit courses:
ART 133 - Introduction to Digital Photography
ART 201 - Introduction to Graphic Design
ART 202 - Typography
ART 224 - Publication Design
ART 315 - Web Design for Graphic Design Majors
One of the following courses in drawing:
ART 107 - Drawing
ART 122 - Plein Air Sketching I
One of the following courses in three-dimensional art form:
ART 105 - Introduction to Architectural Drawing
ART 221 - Sculpture I
ART 250 - Ceramics I
ART 280 - Hand Papermaking and Book Arts I
One of the following courses in art history:
ART 240 - Art History Survey
ART 349 - The Designed Environment
ART 352 - Women and Art
ART 385 - Prehistoric and Ancient Art
ART 386 - Medieval Art
ART 387 - Renaissance and Baroque Art
ART 388 - Modern Art
ART 389 - American Art
ART 390 - Native American Art
2 Art History Courses from the following will satisfy the Writing skill:
ART 349 (HIS 349) The Designed Environment
ART 352 Women and Art
ART 386 Medieval Art
ART 387 Renaissance and Baroque Art
ART 388 19th and 20th Century Art
Four courses in the Agency Studio Model:
ART 324 - Design Studio I
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ART 326 - Design Studio II
ART 424 - Advanced Design Studio III
ART 425 - Advanced Design Studio IV
The following two courses:
ART 305 - Junior Exhibition and Faculty Review
ART 405 - Senior Exhibition and Faculty Review
Two courses or 8 credits from the following electives (same-department electives are permitted):
Any ART course
ENL 226 - Introduction to Creative Writing
CSC 250 - Game Programming on the Web
CSC 431 - Intro to AI Robotics
CSC 495 - Topics: Mobile Applications
ENL 241 - Introduction to Cinema Art
ENL 324 - Creative Non-Fiction
FLM 180 - Film, Sight, and Sound
FLM 240 - Animation
FLM 260 - Documentary Production I
INS 330 - Arts Praxis: Social Justice Theory and Practice in the Field
INS 331 - Art and Culture in Political, Social and Historical Context
MUS 272 - Human Identity through the Creative Arts
MUS 336 - Arts Management & Concert Promotion
NMS 260 - New Media Production
NMS 295 - Topics in New Media
NMS 320 - Contemporary New Media Practices
NMS 495 - Topics in New Media
PHI 260 - Philosophy and the Arts
SOC 111 - City Life: Introduction to Urban Sociology
Graduation Skills
The graduation skills in Speaking (S), Writing (W), and Critical Thinking (CT) are embedded throughout the offered
courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing
one of the following courses:
QR: GST200, MAT 145, MAT 146, MAT 163, PHI 230, or PHY 119
2 Art History Courses from the following will satisfy the Writing skill:
ART 349 (HIS 349) The Designed Environment
ART 352 Women and Art
ART 386 Medieval Art
ART 387 Renaissance and Baroque Art
ART 388 19th and 20th Century
Art Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
The following course:
ART 280 - Hand Papermaking and Book Arts I is required for licensure and must be completed prior to the start of the
senior year.
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At least two second level advanced Studio Art Major Elective courses.
Transfer courses must be approved by the Art Department and must each have a grade of at least 2.0. At least 2 courses
must be taken at Augsburg College.
Art History Major
Eight art or architectural history courses including:
ART 240 - Art History Survey
ART 388 - Modern Art
Six other art or architectural history courses
Two studio courses:
ART 102 - Design or ART 107 - Drawing
ART 118 - Painting I or ART 221 - Sculpture I
Art History majors must participate in a group exhibition and review in their junior year, followed by creating and
curating a research-based exhibition with faculty review in their senior year.
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 embedded in the upper division art history courses and
are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the following
courses:
QR: PHY 119, MAT 145, MAT 146, MAT163, GST 200, or PHI 230.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Double Major
Students planning a double major in studio art and art history or a major/minor combination should meet with a
department advisor to plan appropriately.
Departmental Honors
GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting the
highest quality work, and Art Department-approved special projects and/or research. Application should be made to the
department chair before the last term of the senior year.
Architecture Minor
Five courses including:
ART 105 - Introduction to Architectural Drawing
ART 210 - Drawing for Design in Architecture
ART 243 - History of Architecture to 1750
ART 244 - History of Architecture after 1750
ART 249/349 - The Designed Environment
Art History Minor
Five art history courses including ART 240 - Art History Survey.
Graphic Design Minor
Three one-credit courses:
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ART 124 - Graphic Design Production: InDesign
ART 125 - Graphic Design Production: Illustrator
ART 126 - Graphic Design Production: Photoshop
Four four-credit courses:
ART 201 - Introduction to Graphic Design
ART 202 - Typography
ART 315 - Web Design for Graphic Design Majors
ART 324 - Design Studio I
Studio Art Minor
Five courses including:
ART 107 - Drawing
ART 240 – Art History Survey
Three additional studio courses.
For a complete list of courses and descriptions, see the Course Description Search.
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Biology
From transgenic crops to emerging diseases to being a member of the human species, biology affects – literally – every
part of your life. Because biology is such a broad field, the biology program at Augsburg emphasizes integration across
many sub-disciplines, including molecular, cellular, organismal, evolutionary, and ecological biology. Additionally, the
biology program at Augsburg coordinates with the mathematics, chemistry, and physics programs to ensure that our
students acquire the necessary knowledge to fully understand biological phenomena.
Augsburg’s Biology program is designed to provide students with the opportunities to (1) understand the fundamental
knowledge of the discipline, (2) know how scientific knowledge is generated and disseminated, (3) effectively
communicate scientific information in written and oral forms, (4) be proficient in common biological lab techniques, and
(5) demonstrate professionalism in the sciences. Additionally, Augsburg has a strong commitment to undergraduate
research, both on and off campus. There are a variety of opportunities to work on research projects with Biology faculty
and subsequently present your research at regional, national, and international meetings.
Graduates of our Biology program follow many different paths. Most of our graduates use their undergraduate major in
Biology as a springboard for further study. Augsburg graduates have gone on to graduate studies leading to careers in
post-secondary teaching, basic and applied research, and public health or have entered professional programs in
medicine, veterinary medicine, and dentistry. In addition, many of our students go directly into the workforce as
laboratory technologists and teachers.
Biology Faculty
Jennifer Bankers-Fulbright (Chair), Matthew Beckman, Ralph Butkowski, William Capman, David Crowe, Ann Impullitti,
Dale Pederson, Emily Schilling
Degree and Major Requirements
Students may choose one of the following degree options: Bachelor of Arts in biology, Bachelor of Science in biology, or
Bachelor of Arts in life sciences.
Bachelor of Arts in Biology
The total number of required courses in the department is nine courses. There are additional required supporting
courses that must be taken in other disciplines.
BIO 151 - Introductory Biology
BIO 152 - Evolution, Ecology, and Diversity
BIO 253 - Introductory Cellular Biology
BIO 255 - Genetics
MAT 114 - Precalculus
or MAT 145 - Calculus I
or MAT 163 - Introductory Statistics
or MAT 164 – Introductory Statistics for STEM
or PSY 215 - Research Methods and Statistics I
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
PHY 116 - Introduction to Physics
or PHY 107, 108 - College Physics I, II
or PHY 121, 122 - General Physics I, II
BIO 490 - Biology Keystone
or SCI 490 - Integrated Science
or HON 490 - Honors Senior Seminar
or another keystone with departmental approval
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Five upper division electives, at least one of which must be BIO 361, BIO 440, or BIO 481. Students may take two
different BIO485 courses in place of one upper division elective:
BIO 351 - Invertebrate Zoology
BIO 353 - Comparative Vertebrate Anatomy
BIO 361 - Plant Biology
BIO 369 - Biochemistry
BIO 440 - Plant Physiology
BIO 471 - Advanced Cellular and Molecular Biology
BIO 473 - Animal Physiology
BIO 474 - Developmental Biology
BIO 475 - Neurobiology
BIO 476 - Microbiology
BIO 481 - Ecology
BIO 485 - Advanced Topics in Biology
BIO 486 - Immunology
BIO 495 - Special Topics in Biology
PHY 317 - Biophysics
Bachelor of Science in Biology
The total number of required courses in the department is nine courses. There are additional required supporting
courses that must be taken in other disciplines.
BIO 151 - Introductory Biology
BIO 152 - Evolution, Ecology and Diversity
BIO 253 - Introductory Cellular Biology
BIO 255 - Genetics
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
CHM 351 - Organic Chemistry I
CHM 352 - Organic Chemistry II
PHY 121, 122 - General Physics I, II
or PHY 107, 108 - College Physics I, II
MAT 145 - Calculus I
MAT 146 - Calculus II
BIO 490 - Biology Keystone
or SCI 490 - Integrated Science
or HON 490 - Honors Senior Seminar
or another keystone with departmental approval
Five upper division electives, at least one of which must be BIO 361, BIO 440, or BIO 481. Students may take two
different BIO485 courses in place of one upper division elective:
BIO 351 - Invertebrate Zoology
BIO 353 - Comparative Vertebrate Anatomy
BIO 361 - Plant Biology
BIO 369 - Biochemistry
BIO 440 - Plant Physiology
BIO 471 - Advanced Cellular and Molecular Biology
BIO 473 - Animal Physiology
BIO 474 - Developmental Biology
BIO 475 - Neurobiology
BIO 476 - Microbiology
BIO 481 - Ecology
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BIO 485 - Advanced Topics in Biology
BIO 486 - Immunology
BIO 495 - Special Topics in Biology
PHY 317 - Biophysics
General Education Accommodation
BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal
Arts Foundation (LAF) Waiver in the Academic Information section of the catalog.
Bachelor of Arts in Life Sciences
This major is appropriate for students also seeking secondary teaching licensure in biology.
BIO 151 - Introductory Biology
BIO 152 - Evolution, Ecology, and Diversity
BIO 253 - Introductory Cellular Biology
BIO 255 - Genetics
MAT 114 - Precalculus
or MAT 145 - Calculus I
or MAT 163 - Introductory Statistics
or MAT 164 - Introductory Statistics for STEM
or PSY 215 - Research Methods and Statistics I
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
PHY 116 - Introduction to Physics
or PHY 107, 108 - College Physics I, II
or PHY 121, 122 - General Physics I, II
BIO 490 - Biology Keystone
or SCI 490 - Integrated Science
or HON 490 - Honors Senior Seminar
or another keystone with departmental approval
Two science courses from the following:
PHY 101 - Astronomy
SCI 106 - Introductory Meteorology
An introductory geology course
Four upper division electives, at least one of which must be BIO 361, BIO 440, or BIO 481:
BIO 351 - Invertebrate Zoology
BIO 353 - Comparative Vertebrate Anatomy
BIO 361 - Plant Biology
BIO 369 - Biochemistry
BIO 440 - Plant Physiology
BIO 471 - Advanced Cellular and Molecular Biology
BIO 473 - Animal Physiology
BIO 474 - Developmental Biology
BIO 475 - Neurobiology
BIO 476 - Microbiology
BIO 481 - Ecology
BIO 486 - Immunology
BIO 495 - Special Topics in Biology
PHY 317 - Biophysics
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Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115
(preferred) or COM 111 or HON 130.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Transfer course policy for majors and minors
All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review by the
chair. Only those biology courses successfully completed (2.0 or above) within the last 10 years will be considered. At
least four upper division electives must be completed in residence (at Augsburg College).
Custom Biology Programs
Students who have completed BIO 151, 152, 253, 255 and at least one upper division elective may, in consultation with
their advisor, seek approval from the department to complete major requirements with as many as four upper division
courses from other institutions.
Departmental Honors
The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Biology Major. Only
students who have a major GPA of 3.5 or higher and an overall GPA of 3.0 or higher may earn Departmental Honors by
successfully completing one of the following:
1. Continuation of a summer or academic year biology research internship via successful completion of BIO 297, BIO 399,
BIO 497, BIO 499 or HON 499. Before registering for one of these options, students must submit a formal letter of intent
to an Honors Committee of three biology faculty (to be determined by the mentor and student) at least 2 weeks prior to
the registration deadline. This formal letter of intent will be composed of no more than one page of text providing the
following: (1) Title of project; (2) abstract describing the project with special focus given to the questions that will be
addressed, the methods to be used and the expected outcomes; (3) name and signature (with date) of your faculty
advisor; and (4) list of the three Biology Department faculty who have agreed to serve as your Honors Committee. A
decision whether or not to approve registration will be made by the Honors Committee within one week of submission.
Successful completion of the Honors process requires a public presentation of your research and a written report in the
style of a typical peer-reviewed biological discipline journal article. The written report will be accepted or rejected by the
Honors Committee within 2 weeks of submission.
2. Selection for, participation in, and completion of the Mayo Innovation Scholars Program (including the final
presentation).
3. Scoring above the national 90th percentile on the ETS Major Field Test in Biology.
Minor
A course sequence in general chemistry and five biology courses including BIO 151, 152, and three additional BIO
courses (200 level or above). The majority of courses in biology must be taken at Augsburg College.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology
majors must have an advisor in the biology department. In order to complete all major requirements in four years, BIO
151 and 152 and General Chemistry should be taken in the first year, and BIO 253, BIO 255 and Organic Chemistry (when
appropriate) in the second year. Students should complete their math requirements early in their college careers.
Students must earn a minimum grade of 1.0 and an average grade of 2.0 in BIO 151 and 152. Supporting course
requirements in chemistry, mathematics, physics, and communication must be satisfied with a grade of 2.0 or higher to
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satisfy either major or prerequisite requirements. A grade of 2.0 or higher is required in BIO 253 and BIO 255 in order to
fulfill major requirements and to fulfill the prerequisite requirements of several upper division biology electives. A grade
of 2.0 or higher must be earned in all upper division biology courses applied toward meeting the requirements of a
major. All biology courses applied toward the major must be traditionally graded. A GPA of 2.5 in biology courses is
required for the life science major.
*Students completing majors in biology or life science will be required to take the ETS Major Field Test in Biology during
their final year of the program. The exam will appear on the graduation checklist.
Biology for Health Sciences
Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study
the requirements for every program well in advance of making application. In general, the pre-medical curriculum
includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry,
statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical
College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such
typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas
should consult early and often with health science advisors Catherina Kipper, Dixie Shafer, Dale Pederson, and Kelsey
Richardson-Blackwell.
Graduate Training in Biology
Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus,
and physics. Also required is extensive involvement in research through Augsburg Experience, internships, and/or
independent study. Careful consultation with a biology advisor is recommended to select among coursework and
research options.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for biology teachers, the science portions of which are
satisfied by the Augsburg Life Sciences major only if BIO476 Microbiology and BIO481 Ecology are selected as two of the
upper division electives. The state requirements may be subject to change after the publication of this catalog. Students
should therefore consult with the Augsburg Department of Education to identify current Minnesota teacher licensure
requirements. All upper division biology requirements for secondary licensure must be completed before beginning
student teaching.
Post-Baccalaureate Teaching Licensure
Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure at Augsburg are
required to complete a minimum of two upper division biology courses at Augsburg with grades of 2.5 or higher.
Required or elective courses are determined by the department following review of transcripts and prior to
matriculation.
Beta Beta Beta
Membership in the Augsburg chapter of this national biology honor society is open to students who have completed at
least one upper division biology course and have a GPA of 3.0 in biology.
Cooperative Education and Service-Learning
The department works with the Strommen Center for Meaningful Work in identifying and defining cooperative
education experiences in laboratories and other settings in the Twin Cities.
For a complete list of courses and descriptions, see the Course Description Search.
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Biopsychology
The biopsychology major is designed to offer students an integrative perspective on the biological basis of behavior.
Towards this end, students will take courses in both psychology and biology to gain exposure to a broad range of
theories and research covering a variety of topics such as cognition, motor control, sensation/perception, emotion, and
psychopathology. These topics will be studied at multiple levels of analysis including genetic, neural, and environmental.
The biopsychology major will provide students with a strong foundation of courses in neuroscience, statistics, and
chemistry. This broad training can help prepare students for careers in research, medicine, public health, education, and
pharmaceutical or biotechnology industries.
Biopsychology Faculty
Matthew Beckman (Biology), Ralph Butkowski (Biology), David Crowe (Biology), Stacy Freiheit (Psychology), David Matz
(Psychology), Dale Pederson (Biology), Bridget Robinson-Riegler (Psychology), Nancy Steblay (Psychology), Henry Yoon
(Psychology).
Degree and Major Requirements
Major
Thirteen Courses:
BIO 151 - Introductory Biology
BIO 152 - Ecology, Evolution and Diversity
BIO 253 - Introductory Cellular Biology
BIO 475 - Neurobiology
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
PSY 355 - Biopsychology
Two Psychology electives from the following:
PSY 299 - Directed Study (Research in Biopsychology)
or PSY 360 - Psychology Laboratory (two semesters)
PSY 354 - Cognitive Psychology
PSY 391 - Individual Differences
PSY 410 - Clinical Neuropsychology
PSY 491 - Advanced Research Seminar
PSYC 322 - Sensation and Perception (St. Thomas)
PSYC 407 - Seminar in Behavioral Neuroscience (St. Thomas)
PSYC 378 - Psychology of Language (Macalester)
PYSC 486 - Seminar in Neuropharmacology (Macalester)
Two Biology electives from the following:
BIO 255 - Genetics
BIO 369 - Biochemistry
BIO 471 - Advanced Cell and Molecular Biology
BIO 473 - Animal Physiology
BIO 495 - Special Topics in Biology: Animal Behavior (this topic only)
BIOL 356 - Cellular and Molecular Neuroscience (Macalester)
PHY 317 - Biophysics
Keystone (one required):
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BIO 490 - Biology Keystone
PSY 400 - Keystone Internship
SCI 490 - Integrated Science
Note: Students will need to take the CHM 115/116 sequence to complete the biology courses. A minimum of five
courses must be from Augsburg.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in speaking (S) is met by completing COM 111
or 115. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill
these skills.
Other Requirements
An average grade of 2.0, with no grade below a 1.0 is required for BIO 151 and 152. A grade of 2.0 or above is required
for all courses (200 level and above) applied to the major.
Transfer Course Policy for Majors
All transfer courses, including ACTC courses, must be approved in writing by the department chair(s). Only those biology
and psychology courses successfully completed (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 introductory or elective credit for the major.
Biopsychology Honors
GPA of 3.5 in the major, and 3.3 overall. Students must complete a high-quality research project, approved and
evaluated by three members of the Biopsychology faculty. Formal application must be made no later than the junior
year.
For a complete list of courses and descriptions, see the Course Description Search.
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Department of Business Administration
Our mission is to prepare students for professional careers in business or for graduate studies. This preparation involves
a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the
needs of the business community. The department fosters close ties with the corporate community that provide a
wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can
best serve both the student and the community by providing an education that is technically competent, ethically based,
and socially aware.
Faculty
Jeanne Boeh (Co-Chair), Stu Stoller (Co-Chair,), John C. Cerrito, David A. Conrad, George F. Dierberger, Marc D. Isaacson,
Nancy Johnson, Phyllis Kapetanakis, Won Yong Kim, Jayoung Koo, Lori L. Lohman, Marc C. McIntosh, Magdalena M.
Paleczny-Zapp, Milo A. Schield, Peter J. Stark
General Requirements
Majors
The Department of Business Administration offers seven majors: Business Administration (Music Business
Specialization), Accounting, Finance, International Business, Management, Management Information Systems, and
Marketing. There is also a combined Business and Economics major, which incorporates courses from both the
Departments of Business Administration and Economics.
Minors
Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in
addition to their major. The Department of Business Administration offers eight minors: Business Administration (for
non-business majors only), Business Analytics, Business Minor for Science Majors, International Business, Music
Business, Accounting, Management Information Systems, and Marketing.
Transfer Students
Transfer students must complete at least four of the upper division courses required in the major at Augsburg, or at
least three courses in the minor, or obtain an exemption from the department. Transfer courses must be approved by
the department. Transfer courses taken more than 10 years ago will not be accepted. Business courses (ACC, BUS, FIN,
MIS, MKT) taken at Augsburg more than 10 years ago will not be applied toward a major unless approved by a faculty
member in the student's designated major area. Suitable intervening work experience will also be considered.
Advising
Students who plan to pursue any of our business majors are strongly encouraged to select a departmental advisor who
teaches in their major. This should be done by the end of sophomore year at the latest. In addition to advising,
departmental faculty can counsel students on their careers, assist in obtaining internships or jobs, and provide letters of
recommendation for prospective employers or graduate programs. The Business Administrator is also available for
advising questions relating to degree progress, course selection, and international courses abroad.
Departmental Honors
To complete departmental honors in the Department of Business Administration, students need to consult with the
Department Chair. Students need to apply to the department and start the process during their junior year. Students will
also have the opportunity to obtain the honorific of Scholar of Distinction, another method of earning departmental
honors, departmental honors by scoring in the top 10% on the Major Field Test, a comprehensive assessment given
during the senior year. Please contact the Department Chair(s) for more specific information.
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Internships
Students are strongly encouraged to work with the Strommen Center for Meaningful Work and department faculty to
obtain an internship during their junior or senior year. Internships can provide students with experience that may be
valuable in competing for jobs after graduation. Faculty advisors should be consulted about internships. The department
offers an internship course which can be taken for 2.0 or 4.0 credits (BUS 397/399). This course aids students in finding
an internship placement within an organization which supports their major and provides direction and support.
Study Abroad
The Department of Business Administration faculty actively support international study. For additional details, see the
section on Special Academic Programs: Study Abroad and Study Away in this catalog, or consult the Department Chair
and/or Departmental Administrator for international business courses or other overseas opportunities.
P/N Grades
Students may apply no more than 8 semester credits with P grades toward a major and no more than 4 semester credits
with a P grade toward a minor. Please refer to the P/N and graduation requirements section of this catalog for specific
details regarding P/N grades.
Business Core Requirements*
*The exceptions are the Business/Economics major and the Business Music major.
Thirteen courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 200 - Exploring Business as a Vocation
or BUS 242 - Principles of Management
BUS 301 - Business Law
BUS 362 - International Business
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MIS 264 - Statistical Literacy for Managers
or MIS 379* - Quantitative Methods for Business and Economics
*MIS 379 is required for Accounting and Finance majors
MKT 252 - Principles of Marketing
One of the following:
MAT 110 - Finite Mathematics
MAT 114 - Precalculus
MAT 129 - Practical Applications of Math
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 171* - Discrete Mathematics For Computing
*MAT 171 is required for Management Information Systems majors
MAT 173 - Mathematics of Finance
MAT 273 - Statistical Modeling
One of the following:
COM 111 - Public Speaking
COM 112 - Contest Public Speaking
COM 115 - Scientific and Technical Public Speaking
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ENL 240 - Introduction to Literary Study
ENL 241 - Introduction to Cinema Art
ENL 250 - American Voices
ENL 251 - Introduction to African American Literature
ENL 255 - American Indian Literature
ENL 260 - Authors
ENL 270 - Themes
ENL 280 - Genres
ENL 290 - Explorations in Language and Theory
ENL 291 - Thailand: Teaching ESL
HIS 102 - The Shaping of Western Civilization
HIS 103 - The Modern World
HIS 282 - The History of Women Since 1848
Further explanation of the above:
The mathematics requirement is fulfilled by any MAT course numbered 110 and above with LAF status (excluding
MAT 137, MAT 138, MAT 163, MAT 164, and MAT 287).
The communication requirement is fulfilled by courses identified for writing and speaking with Humanities LAF
status.
For a complete list of courses and descriptions, see the Course Description Search.
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Business Administration
The major in Business Administration prepares students for professional careers in business administration or for
graduate studies. Within this area, there is one specialization available to Day students called Music Business and
another option available to both Day and AU students called the Combined Business and Economics major. These two
areas provide students with a broad foundation so they can readily adapt to internal changes in interests and goals and
to external changes in circumstances and opportunities. These majors involve substantial courses from outside the
Department. The major requirements for these majors are shown below.
Major in Music Business
Six courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management*
or BUS 200 - Exploring Business as a Vocation*
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
Two allied requirements in economics:
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Music Courses:
MUS 205 – Legal Issues in Music, Entertainment, and the Arts
MUS 335 – Music Business
MUS 336 - Arts Management and Concert Promotion
MUS/BUS 399 - Internship
MUS 162 – Entrepreneurship for Creative Businesses**
MUS 408 – Current and Future Issues in the Music Industry**
**Students may substitute 4 credits of business elective (chosen in consultation with the faculty adviser) in place of
MUS162 and MUS408
12 elective credits in MUS or 8 semester credits in MUS credits and 4 semester credits in MUE (8 credits must be in
residence at Augsburg), selected from:
MUS 101 - Materials of Music I
MUS 102 - Materials of Music II
MUS 111 - Aural Skills I
MUS 112 - Aural Skills II
MUS 130 - Introduction to Music in the Fine Arts
MUS 220 - Worlds of Music
MUS 241 - History of Jazz
(other MUS courses as approved by advisor)
*Music Business majors may substitute BUS 254 in place of BUS 242 or 200.
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Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses.
The Quantitative Reasoning (QR) graduation skill is met by completing two courses: MIS 260 (QF) and either MIS 264 or
MIS 379 (QA).
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Combined Major in Business Administration and Economics
Eleven courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
MKT 252 - Principles of Marketing
MIS 379 - Quantitative Methods for Business and Economics
or FIN 331 - Financial Management
One other upper division BUS, ACC, FIN, MIS, or MKT course
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
One other upper division ECO course
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the combined major in Business Administration and Economics. The Quantitative Reasoning
(QR) graduation skill is met by completing: ECO 112 or 113 (QF) and either MIS 379, ECO 318, or ECO490 (QA).
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Minor in Business Administration (open to non-business majors only)
Six courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
MKT 252 - Principles of Marketing
MIS 379 - Quantitative Methods for Business and Economics
or MIS 264 - Statistical Literacy for Managers
or FIN 331 - Financial Management
ECO 112 - Principles of Macroeconomics
or ECO 113 - Principles of Microeconomics
Other configurations may be permitted with approval of the Department Chair.
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Business Minor for Science Majors (open only to students majoring in Biology, Biopsychology, Chemistry, Computer
Science, Mathematics, Physics, Psychology)
Six courses including:
ACC 221 - Introduction to Financial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
or BUS 254 - Entrepreneurship
ECO 113 - Principles of Microeconomics
MKT 252 - Principles of Marketing
PHI 120 - Ethics
BUS 399 - Internship
or BUS 397 - Internship
Minor in Music Business
The Music Business minor is a course of study designed both for the music major desiring additional preparation in
business and for the non-music major interested in pursuing a career in the music industry. With the Music Business
minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that
address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program
between the music and business departments. See the Music Department for requirements.
For a complete list of courses and descriptions, see the Course Description Search.
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Accounting
Accountants perform an important function in society by providing high-quality financial information. Augsburg
Accounting majors learn the requisite skills to do this through the study of theories and practices associated with the
areas of financial accounting, managerial accounting, tax accounting, and auditing. In addition, Accounting majors take
courses in other business areas necessary so that they have a broad understanding of how accounting serves the needs
of business managers and others who rely on accounting information.
Students completing the Accounting major will be prepared for entry-level positions as auditors and public accountants,
management accountants, tax accountants, and internal auditors. Their education will give them knowledge and skills to
work as accountants in business, government, and nonprofit organizations and to work in other positions requiring
engagement with financial information.
The Augsburg Accounting major also provides students with the accounting and business coursework required to take
the Uniform Certified Public Accountant (CPA) exam. Students can sit for the CPA exam after they have completed their
Bachelor of Arts in Accounting. Students should note, however, that in order to be licensed as a CPA they must have
completed a total of 150 credit hours in either undergraduate or graduate coursework and have one year of relevant
work experience in auditing or taxation. Students will also have met the coursework requirements to take the Certified
Management Accountant (CMA) exam.
Accounting majors are encouraged to consider taking one of the professional accounting examinations upon graduation.
Students interested in learning more can find information at the following websites:
CPA exam general information: www.aicpa.org/BecomeACPA/Pages/BecomeaCPA.aspx
State of Minnesota CPA exam requirements: www.revisor.mn.gov/rules
CMA exam: www.imanet.org/cma_certification
Degree and Major Requirements
Accounting Major
Business Core Requirements
Must take MIS 379 rather than MIS 264
Required Accounting Courses:
Six courses including:
ACC 322 - Intermediate Accounting I
ACC 323 - Intermediate Accounting II
ACC 324 - Managerial Cost Accounting
ACC 326 - Tax Accounting
ACC 423 - Auditing
ACC 425 - Advanced Accounting
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
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Joint Bachelor of Arts in Accounting and Master of Arts in Leadership
A BA in Accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who
wish to qualify for CPA certification and obtain a Master’s degree. By the end of the fifth year and successful completion
of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the
150-hour requirement to qualify for the CPA certification. Refer to the Graduate Studies Catalog for a complete list of
courses.
It is recommended that students meet with an Accounting advisor to create an effective plan for successful completion
of the five-year program.
Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of
their junior year. The application process includes submission of:
Completed application form
Two letters of recommendation (one from an Augsburg professor and one from an employer)
Personal statement
Example of their writing in an academic paper
GPA of at least 3.30
Interview with the Director of the MAL program
Students must also have faculty endorsement from the Accounting program. Students must complete at least one year
of accounting work experience (either a job or internship) by the time they graduate from the MAL program.
Program Coordinator: Marc McIntosh
Minor in Accounting
Six courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
ACC 322 - Intermediate Accounting I
ACC 323 - Intermediate Accounting II
ACC 324 - Managerial Cost Accounting
One of the following:
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MIS 379 - Quantitative Methods for Business and Economics
For a complete list of courses and descriptions, see the Course Description Search.
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Finance
The Finance major prepares students for professional careers in corporate finance and the financial services industry.
Augsburg Finance majors learn requisite skills through courses focused on financial theory and practice, investment and
portfolio theory, intermediate accounting theory, money and banking, and international finance. In addition, Finance
majors take courses in other business areas necessary so that they have a broad understanding of how finance serves
the needs of business managers and others who rely on financial information. Besides careers in the finance/accounting
area in all businesses large and small, this major leads to careers in banking, asset management, insurance, and
investment banking. Students will gain the knowledge and skills to work as financial analysts and financial managers in
business, government, and nonprofit organizations, and to work in other positions requiring engagement with financial
information.
Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as
Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as
the Chartered Financial Analyst (CFA), conducted by the CFA Institute, and the Certified Financial Planner (CFP).
Degree and Major Requirements
Finance Major
Business Core Requirements
Must take MIS 379 rather than MIS 264
Required Finance Courses
Five courses including:
ACC 322 – Intermediate Accounting I
ECO 315 - Money and Banking
FIN 433 - Financial Theory: Policy and Practice
FIN 438 - Investment Theory
FIN 460 - International Finance
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
For a complete list of courses and descriptions, see the Course Description Search.
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International Business
The objective of the international business major is to prepare students for the increasingly competitive and
interdependent international business world with which they must cope. It is absolutely necessary for American
graduates to be fully informed about how to compete and do successful business outside the US as well as in the US
market where much of their competition is from foreign firms.
Students will learn about business transactions between and within countries, exchange rates, the laws and logistics of
international trade, and investments made in foreign markets. Knowledge of other cultures is crucial to being a
successful international business person. Besides your studies in business, finance, banking, and the like, you will also
learn about different cultures and societies. A major in international business will lead you to exciting careers in a global
context.
Degree and Major Requirements
International Business Major
Business Core Requirements
Required International Business Courses:
Four courses including:
BUS 465 - International Management
MKT 466 - International Marketing
ECO 360 - International Economics
or ECO 370 - International Economic Development
or FIN 460 - International Finance
FRE 211 - Intermediate French I
or GER 211 - Intermediate German I
or NOR 211 - Intermediate Norwegian I
or SPA 211 - Intermediate Spanish I
or other language in transfer
Further explanation of the above:
Students must complete three semesters of a foreign language (or equivalent). This does not include American Sign
Language. The language requirement may be waived for international students. Contact the International Business
Coordinator for details on language equivalents or other configurations, including transfer equivalencies.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the international business major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Minor in International Business
Six courses including:
ACC 221 - Introduction to Financial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
or MKT 252 - Principles of Marketing
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ECO 112 - Principles of Macroeconomics
or ECO 113 - Principles of Microeconomics
Three courses in International Business (one may be in international economics). Options include:
BUS 362 - International Business
BUS 465 - International Management
ECO 360 - International Economics
ECO 370 - International Economic Development
FIN 460 - International Finance
MKT 466 - International Marketing
Students should consult the area coordinator concerning acceptable alternatives in international economics.
For a complete list of courses and descriptions, see the Course Description Search.
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Management
The major in management prepares the student for a wide variety of careers in supervision and senior management.
Peter Drucker once commented that effective management is probably the main resource of developed countries and
the most needed resource in developing ones.
The role of a manager is to guide the organization and its employees toward the accomplishment of goals. The skills
developed in the study of this major are applicable in businesses of any size and in both the for-profit and nonprofit
sectors.
In addition to the general business core courses, students take courses in human resources, strategy, international
management, project management and/or quantitative methods of management.
Degree and Major Requirements
Management Major
Business Core Requirements
Required Management Courses:
Four courses including:
BUS 340 - Human Resource Management
BUS 440 - Strategic Management
BUS 465 - International Management
MIS 376 - Project Management
or ECO 318 - Management Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the Management major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
For a complete list of courses and descriptions, see the Course Description Search.
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Management Information Systems
The major in Management Information Systems prepares students for professional careers in information systems such
as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems
as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design
and develop new systems. MIS is an extensive major and includes courses from Computer Science, Economics, Business,
Accounting, Finance, and Marketing as well as from MIS.
Degree and Major Requirements
Management Information Systems Major
Business Core Requirements
Must take MAT 171 as math course
Required MIS Courses:
Seven courses including:
MIS 270 - Data Management for Business
MIS 375 - E-Commerce
MIS 376 - Project Management
MIS 475 - Systems Analysis and Design
MIS 476 - Information Systems Projects
CSC 160 - Introduction to Computer Science and Communication
CSC 170 - Introduction to Programming
or CSC 240 - Introduction to Networking and Communications
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Minor in Business Analytics
Seven courses including:
CSC 170: Introduction to Programming
MAT 163: Introductory Statistics
or MAT 164: Introductory Statistics for STEM
or MIS 379: Quantitative Methods for Business and Economics
MAT 171: Discrete Mathematics for Computing
or MAT 145: Calculus I
or MAT 122: Calculus for Social and Behavioral Sciences
MIS 270: Data Management for Business
or CSC 352: Database Management and Design
MIS 375: E-Commerce
MIS 479: Business Analytics
CSC 310 – Introduction to Data Science
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Minor in MIS
Six courses including:
ACC 221 - Introduction to Financial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
or MKT 252 - Principles of Marketing
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
Two courses selected from:
MIS 270 - Data Management for Business
MIS 375 - E-Commerce
MIS 376 - Project Management
or ECO 318 - Management Science
For a complete list of courses and descriptions, see the Course Description Search.
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Marketing
The Marketing major prepares students for professional careers in a wide variety of marketing functions within both
businesses and nonprofit organizations. Career avenues include marketing research, product management, marketing
communications (such as advertising, public relations and sales promotion), and sales. Marketing courses focus on
integrating both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan
location makes it easy for marketing students to complete marketing plans, research studies, and other projects for
leading Twin Cities companies and nonprofit organizations, and provides opportunities for working in the marketing field
after graduation.
Degree and Major Requirements
Marketing Major
Business Core Requirements
Required Marketing Courses:
Five courses including:
MKT 352 - Marketing Research and 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
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Minor in Marketing
Five courses including:
MKT 252 - Principles of Marketing
MKT 352 - Marketing Research and Analysis
MKT 355 - Marketing Communications
or MKT 357 - Advertising
Two additional marketing courses
For a complete list of courses and descriptions, see the Course Description Search.
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Chemistry
Chemistry is the science that examines and works toward understanding matter and changes in matter. Chemistry has
been described as the central science because matter includes the entire physical world, such as the things we use, the
food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology
opens vistas that excite and offer opportunities to benefit the entire world.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of
providing a public understanding of their work, including potential problems as well as benefits.
Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as
offered in the general education curriculum are imperative if a chemist is to be both truly human and truly scientific.
Augsburg’s Chemistry department is approved by the American Chemical Society (ACS) and offers a Chemistry major
that meets the chemistry background required by many fields.
Consonant with these ideals, the Chemistry Department has established the following objectives to help its students
develop into mature scientists:
To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS Chemistry
major to compete successfully with their peers of similar ability in graduate school or research positions, as well as
professional goals other than traditional positions as chemists.
To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining
competent in their field, however that may change after graduation, and be able to move into new areas as
opportunities arise.
To encourage students to take a broad view of their education and to integrate 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
Vivian Feng(Chair), Sandra L. Olmsted, Amanda Case, Arlin E. Gyberg (Emeritus), David R. Hanson, Joan C. Kunz ,Michael
Wentzel
Degree and Major Requirements
Bachelor of Arts
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
CHM 351 - Organic Chemistry I
CHM 352 - Organic Chemistry II
CHM 353 - Quantitative Analytical Chemistry
CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics
or CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy,
CHM 491 - Chemistry Seminar (four semesters)
SCI 490 - Integrated Science
or other approved Keystone
CHM 370, or BIO 369, or other approved biochemistry or chemical biology course
MAT 145 - Calculus I
MAT 146 - Calculus II
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PHY 121 - General Physics I
PHY 122 - General Physics II
One additional course from:
CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics
CHM 367 - Properties of Polymers
CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy
CHM 464 - Advanced Organic Chemistry
CHM 470 - Principles of Medicinal Chemistry
CHM 481 - Instrumental Analysis
CHM 482 - Advanced Inorganic Chemistry
CHM 495 - Topics
CHM 498 - Independent Study/Research
PHY 317 - Biophysics
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 the Chemistry Department for assistance in course planning early in their
college careers.
Bachelor of Science (non-ACS-Approved)
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
CHM 351 - Organic Chemistry I
CHM 352 - Organic Chemistry II
CHM 353 - Quantitative Analytical Chemistry
CHM 370, or BIO 369, or other approved biochemistry or chemical biology course
CHM 491 - Chemistry Seminar (four semesters)
MAT 145 - Calculus I
MAT 146 - Calculus II
PHY 121 - General Physics I
PHY 122 - General Physics II
SCI 490 - Integrated Science
or other approved Keystone
One of:
CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics,
CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy
Three from these electives (12 semester credits)
CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics
CHM 367 - Properties of Polymers
CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy,
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CHM 464 - Advanced Organic Chemistry
CHM 470 - Principles of Medicinal Chemistry
CHM 481 - Instrumental Analysis
CHM 482 - Advanced Inorganic Chemistry
CHM 495 - Topics in Chemistry
CHM 498 - Independent Study/Research
PHY 317 - Biophysics
Bachelor of Science (American Chemical Society Approved Major)
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
CHM 351 - Organic Chemistry I
CHM 352 - Organic Chemistry II
CHM 353 - Quantitative Analytical Chemistry
CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics,
CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy,
CHM 464 - Advanced Organic Chemistry
CHM 481 - Instrumental Analysis
CHM 482 - Advanced Inorganic Chemistry
CHM 491 - Chemistry Seminar (four semesters)
SCI 490 - Keystone
CHM 370, or BIO 369, or other approved biochemistry or chemical biology course
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
PHY 121 - General Physics I
PHY 122 - General Physics II
One elective (4-semester-credits) from:
CHM 367 - Properties of Polymers
CHM 470 - Principles of Medicinal Chemistry
CHM 495 - Topics in Chemistry
CHM 498 - Independent Study/Research
PHY 317 - Biophysics
Recommended: PHY 245 - Modern Physics, additional mathematics, research experience, and computer proficiency.
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.
General Education Accommodation
BS 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 (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
chemistry major for both BA and BS degrees. ENL 111 should be taken in the first year. The Speaking (S) skill is met
through COM 115 (or COM 111 or HON 130 or other approved speaking course) and further developed in upper division
chemistry courses.
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Departmental Honors
Full ACS major; GPA of 3.50 in Chemistry, Mathematics, and Physics; one course (4 semester credits) or summer of
approved research; participation in seminar.
Minor in Chemistry
Five courses that must include: CHM 115, 116, CHM 353, and any two other Chemistry courses above 300 or PHY317. At
least one of the 300-level courses must be taken at Augsburg.
Other Requirements
Students must earn a grade of 2.0 or better in each course that applies toward the major or minor in chemistry. At least
two CHM courses numbered above 300 must be taken at Augsburg. A course must be completed with a grade of 2.0 or
higher to count as a prerequisite for any chemistry course. A minimum GPA of 2.0 in chemistry courses is required for
any chemistry major.
Note: Other restrictions and prerequisites are in the course descriptions.
Transfer students must consult with a Chemistry Department Advisor about potential adjustments to their course
requirements for the major.
For a complete list of courses and descriptions, see the Course Description Search.
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Communication Studies
Our discipline is grounded in rhetorical and scientific principles and is guided by the need to make communicative
choices that are artful, ethical, and effective. Communication Studies offers majors and minors in Communication
Studies, Film, and New Media.
Prospective majors should meet with a program advisor as early as possible to design an approved major program,
preferably by the end of the sophomore year.
Faculty
Communication Studies
Deborah Redmond (Chair), Kristen Chamberlain, Wesley Ellenwood, Robert Groven, Jenny Hanson, Anna Kudak, David
Lapakko, Michelle Mcateer, Mackenzie Krzmarzick, Jenna McNallie
Film Studies
Deborah Redmond (Program Director), Michael Burden, Robert Cowgill, Cass Dalglish, Wesley Ellenwood, Darcey Engen,
Doug Green, Jenny Hanson, Rebecca John, Elise Marubbio, Jila Nikpay
New Media
Kristen Chamberlain, Larry Crockett, Cass Dalglish, John Dean, Jenny Hanson, Milda Hedblom, Christopher Houltberg,
Rebecca John, Emily Lyman, Julie Longo, Shana Watters
Degree and Major Requirements
Communication Studies Major, Bachelor of Arts
For transfer students, at least six of these courses must be taken at Augsburg.
Required of all Communication Studies majors:
COM 111 - Public Speaking
or COM 112 - Contest Public Speaking
or COM 115 - Scientific and Technical Public Speaking
COM 120 - Mass Media and Popular Culture
COM 254 - Interpersonal Communication
or COM 355 - Small Group Communication
COM 280 - Introduction to Communication Studies
COM 281 - Research Methods
COM 329 - Intercultural Communication
COM 351 - Argumentation
COM 352 - Persuasion
COM 490 - Keystone: Critical Conversations about Vocation
A total of 3 electives must be taken from following categories (one course must be from COM):
1 to 3 electives from the following (may not count the same course twice):
COM 243 - Studio Production
COM 247 - Documentary History and Theory
COM 260 - Environmental Communication
COM 299 - Directed Study
COM 321 - Business and Professional Speaking
COM 345 - Organizational Communication
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COM 399 - Internship
COM 405 - Nonverbal Communication
COM 415 - Advanced Critical Media Studies
COM 480 - Public Relations/Promotional Communication
COM 495 - Communication Topics
COM 499 - Independent Study
0 to 2 approved outside electives from another major, for example:
ART 132 - Photography I
ART 201 - Introduction to Graphic Design
ART 215 - Introduction to Web Design
BUS 242 - Principles of Management
ENL 227 - Journalism
ENL 228 - Broadcast and Online Journalism
FLM 399 - Internship
MKT 252 - Marketing
Another course approved by Communication Studies department
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 English Department section of the catalog.
Departmental Honors
Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific
project of special interest to the student. Departmental Honors students must maintain a 3.50 GPA in the major and a
3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality
(COM 499 registration). Honors candidates should meet with their faculty advisor prior to their senior year to develop a
proposal for the honors project.
Communication Studies Minor
For transfer students, at least three of these six courses must be courses offered at Augsburg.
Six courses including:
COM 111 - Public Speaking
or COM 112 - Contest Public Speaking
or COM 115 - Scientific and Technical Speaking
COM 254 - Interpersonal Communication
COM 280 - Introduction to Communication Studies
COM 120 - Mass Media and Popular Culture
or POL 342 - Mass Communication in Society
COM 351 - Argumentation
or COM 352 - Persuasion
COM 355 - Small Group Communication
or COM 345 - Organizational Communication
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Film Major
The Augsburg Film major reflects our belief that students are transformed through a well-rounded curriculum that
encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between
theory and practice. The major explores the tension between art and commerce through dialogues with film industry
members, internship and mentorship opportunities, film symposia, and Study Abroad. Students will gain experience in
scripting, directing, editing, acting, and producing for both 16mm film and digital. Students will be introduced to the
study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields
such as Art, English, Theater, Communication Studies, American Indian Studies, and Gender, Sexuality, and Women’s
Studies, to name a few.
Required of all Film Majors:
Nine Core Courses:
FLM 180 - Film Sight and Sound
FLM 216 - Film Production I
FLM 260 - Documentary Production I
FLM 420 - Issues in Contemporary Cinema
FLM 490 - Film Studies Keystone: Critical Conversations about Film and Vocation
COM 247 - Documentary History and Theory
ENL 241 - Intro to Cinema Arts
ENL 371 - History of Cinema
THR 232 - Acting
or THR 233 - Acting for Camera
Three electives must be chosen from the two defined tracks below in consultation with your advisor, who is designated
by the program director. Note that not all elective courses are offered every year, so alternatives within the track may
have to be chosen.
Track 1: Production
Students interested in producing films or videos choose from:
ART 132 - Photography
ART 215 - Introduction to Web Design
ART 315 - Web Design for Graphic Design Majors
ART 340 - Digital Imaging
COM 243 - Studio Production
ENL 228 - Broadcast and Online Journalism
ENL 229 - Screenwriting
FLM 124- Monster Movies
FLM 240- Animation
FLM 312 - Film Production II
FLM 348 - Intermediate Video Production
FLM 399 - Internship
FLM 495- Topics
FLM 499 - Independent Study
MUS 130 - Introduction to Music in the Fine Arts
PHY 119 - Physics for the Fine Arts
THR 328 - Theatrical Design
Track 2: Theory and Culture
Students interested in analysis of film, film genres, and cultural context choose from:
AIS 264 - American Indian in the Cinema
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AIS 364 - Indigenous Filmmakers
AIS 208/408 - Native American Women and Film
ART 240 - Art History Survey
ENL 221 - Intermediate Expository Writing About the Arts
ENL 228 - Broadcast and Online Journalism
ENL 229 - Screenwriting
ENL 240 - Introduction to Literary Study
ENL 430 - Advanced Studies in Theory and Method
FLM 124 - Monster Movies
FLM 399 - Internship
FLM 495- Topics
FLM 499 - Independent Study
PHI 120 - Ethics
PHY 119 - Physics for the Fine Arts
REL 309 - Religion at the Movies
SPA 248 - Spanish and Latin American Culture Through Film
Film Minor
COM 120 - Mass Media and Popular Culture
COM 247 - Documentary History and Theory
ENL 241 - Introduction to Cinema Arts
ENL 371 - History of Cinema
FLM 180 - Film Sight and Sound
FLM 420 - Issues in Contemporary Cinema
New Media Major, Bachelor of Arts
The transdisciplinary New Media major is a course of study designed to engage students from all fields in an exploration
of new and emergent media, preparing them for achievement and scholarship in multifarious new media environments.
The program fosters learning to manage change in media, creating effective expressions (communications, creative
works, applications) in digital environments, and exploring the interrelationship of new media with other fields of study
to understand the relationships between technology and culture. The major involves options for courses in art, business,
communication, computer science, education, English, music, political science, and more. Students are encouraged to
double major and select a concentration in Game Design, Promotional Communication, or Web Design or design a path
of study as approved by the program advisor.
Required of all New Media Majors:
NMS 220 - Foundations of New Media
NMS 242/ENL 242 - Electronic Literature
COM 415 - Advanced Critical Media Studies
POL 371 - Internet Law
NMS 399 - Internship
or NMS 375 Practicum
or Internship, Practicum, or Workshop in Concentration
NMS 490 - Vocation and New Media
or Keystone in Concentration
Four courses or 16 credits from the new media electives list:
ART 102 - Design
ART 124 - Graphic Design Production: InDesign (1cr)
ART 125 - Graphic Design Production: Illustrator (1cr)
ART 126 - Graphic Design Production: Photoshop (1cr)
ART 133 - Introduction to Digital Photo
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ART 180 - Intro to Community-based Photography
ART 201 - Introduction to Graphic Design
ART 202 - Typography
ART 215 - Introduction to Web Design
ART 226 - Artist Workshop (1cr)
ART 315 - Web Design for Graphic Design Majors
ART 340 - Digital Imaging
COM 243 - Studio Production
CSC 250 - Game Programming on the Web
CSC 431 - Intro to AI Robotics
CSC 495 - Topics: Mobile Applications
EDC 220 - Educational Technology
ENL 221 - Intermediate Expository Writing about the Arts
ENL 226 - Introduction to Creative Writing
ENL 228 - Broadcast and Online Journalism
ENL 241 - Introduction to Cinema Art
ENL 290 - Explorations in Language and Theory
ENL 229 - Screenwriting
ENL 371 - History of Cinema
ENL 324 - Creative Non-Fiction
ENL 427 - Advanced Studies in Media, Ethics, and Theory
FLM 180 - Film, Sight, and Sound
FLM 240 - Animation
FLM 260 - Documentary Production I
FLM 495 - Topics: Producer
INS 330 - Art Praxis: Social Justice Theory and Practice in the Field
INS 331 - Art and Culture in Political, Social and Historical Context
MUS 221 - Intro to Music Technology
MUS 272 - Human Identity through the Creative Arts
MUS 336 - Arts Management and Concert Promotion
NMS 230 - Social Media
NMS 260 - New Media Production
NMS 295 - Topics in New Media
NMS 320 - Contemporary New Media Practices
NMS 495 - Topics in New Media
NMS 499 - Independent Study
PHI 260 - Philosophy and the Arts
PHY 261 - Electronics
POL 342 - Mass Communication and Society
POL 495 - Impact of the Internet
REL 220 - Religion and Science in Popular Culture
New Media Concentration in Promotional Communication
This concentration emphasizes the importance of understanding message, purpose, goals, and audience to make
effective use of new media technologies.
Students are required to take the New Media core and four of the following courses:
COM 120 - Mass Media and Popular Culture
COM 480 - Public Relations/Promotional Communication
ENL 228 - Broadcast and Online Journalism
ENL 427 - Advanced Studies in Media, Ethics, and Theory
NMS 230 - Social Media
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NMS 260 - New Media Production
NMS 320 - Contemporary New Media Practices
New Media Concentration in Game Design
This concentration emphasizes the social significance of computational problem solving within the game narrative and
game-based environments.
Students are required to take the New Media core and the follow courses:
CSC 240 - Networking and Communications
CSC 250 - Game Programming on the Web
Two from the following:
CSC 373 - Symbolic Programming and Artificial Intelligence
CSC 495 - Mobile Applications
CSC 431 - Intro to AI Robotics
New Media Concentration in Web Design
This concentration emphasizes visual design, interactivity, and web development. Students will obtain a foundation in
design, learn coding, and obtain valuable skills in understanding the impact of such on society.
Students are required to take the New Media core and the following courses:
ART 201 - Introduction to Graphic Design
ART 215 - Introduction to Web Design
ART 315 - Web Design for Graphic Design Majors
POL 495 - Impact of the Internet
New Media Minor
Four core courses:
NMS 220 - Foundations of New Media
NMS 242/ENL 242 - Electronic Literature
COM 415 - Advanced Critical Media Studies
POL 371 - Internet Law
Two courses or 8 credits from the new media elective list.
Departmental Honors
Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific
project of special interest to the student. Departmental Honors students must maintain a 3.25 GPA in the major and a
3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality
(COM 499/FLM 499/NMS 499 registration). Honors candidates should meet with their faculty advisor prior to their
senior year to develop a proposal for the honors project.
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the
following courses: COM 281 (QF) and COM 352 (QFA) for Communication Studies majors and one of MAT 163, MAT 164
or PHY 119 for Film majors.
Note: For transfer students, at least three of these six courses must be courses offered at Augsburg.
For a complete list of courses and descriptions, see the Course Description Search.
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Computer Science
The Department of Computer Science at Augsburg strives to give students a sound theoretical and practical foundation
in computer science. We offer both a BA and a BS major. The coursework provides students a strong foundation in
computer science, with emphasis on concepts rather than applications. We encourage students to strengthen their
coursework by electing an internship, undergraduate research experience, 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, Erik Steinmetz, Shana Watters
Degree and Major Requirements
Computer Science Major, Bachelor of Arts
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 - 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
Two electives from:
CSC courses above 200
PHY 261 - Electronics
MIS 475 - Systems Analysis and Design
MAT 355 - Numerical Mathematics and Computation
At least one elective must be an upper division course.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR,) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the major. The Speaking (S) graduation skill is met by MAT 201, COM 111 or
115 (115 recommended) or a sequence of courses and presentations approved in consultation with the Computer
Science department. Consult your faculty advisor for details.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Computer Science Major, Bachelor of Science
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
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CSC 345 - Principles of Computer Organization
CSC 385 - 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 271 - Discrete Mathematical Structures (recommended)
MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
And three electives from:
CSC courses above 200
PHY 261 - Electronics
MIS 475 - Systems Analysis and Design
MAT 355 - Numerical Mathematics and Computation
At least two electives must be upper division courses.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the major. The Speaking (S) graduation skill is met by: MAT 201, COM 111 or
115 (COM 115 recommended), or a sequence of courses and presentations approved in consultation with the Computer
Science Department. Consult your faculty advisor for details.
Transfer students must consult an advisor 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
Noel Petit, Department of Computer Science
Major in Computational Economics
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
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ECO 315 - Money and Banking
ECO 318 - Management Science
CSC/ECO 499 - Independent Study
Graduation Skills
The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements 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
Noel Petit, Department of Computer Science
Major in Computational Philosophy
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 - 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
The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements 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.
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Course Grading
A course must be completed with a grade of 2.0 or higher to be counted as completing a major or minor requirement.
For a complete list of courses and descriptions, see the Course Description Search.
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Economics
The Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and
an emphasis on national and international issues. Students who graduate with an economics major are well prepared to
continue their education in a variety of fields or to work successfully in business and government because of the strong
liberal arts emphasis within the major.
The department offers six majors: Economics, Applied Economics, Mathematical Economics, Business and Economics,
Computational Economics, and Economics and Political Science (Education majors only).
The Economics major and the Applied Economics majors lead to careers in the business world or government. The
Mathematical Economics major is designed for students who intend to attend graduate school in economics or another
quantitative field such as finance or operations research. It is also designed to serve students to work in quantitative
fields immediately upon graduation, e.g., research analysts or actuaries. 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, and private and public international service. Pre-law
and potential Master of Business Administration students are especially encouraged to consider Economics as a major or
a minor.
Students are able to combine an Economics major with other disciplines such as Business Administration, International
Relations, Mathematics, Management Information Systems, Political Science, History, and area study programs.
Students who are interested in any type of quantitatively-oriented graduate program in economics or in business are
encouraged to either major or minor in Mathematics. These students should also take courses in Computer Science.
Consult an advisor for specific course suggestions.
For the Economics and Applied Economics majors, the capstone experience is ECO 490 - Research Methods in
Econometrics. Students in other majors should consult their advisor for alternatives. Internships are recommended.
Students must consult with the department chair and the Strommen Center before registering for an internship for
academic credit.
Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor.
Transfer classes must have been completed in the last 10 years with at least a 2.0 grade.
Economics Faculty
Keith Gilsdorf (Chair), Jeanne Boeh, Stella Hofrenning
Degree and Major Requirements
Major in Economics, BA
ECO 112- Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 490 - Research Methods in Econometrics
Three four-credit upper division economics electives
MIS 379 - Quantitative Methods for Business and Economics and MIS 260 - Problem Solving for Business
or MAT 163 - Introductory Statistics or MAT 164 – Introductory Statistics for STEM
MAT 114 - Precalculus
or MAT 145 - Calculus I
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or MAT 146 - Calculus II
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Major in Applied Economics, BA
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 318 - Management Science
ECO 350 - Labor Economics
ECO 360 - International Economics
ECO 490 - Research Methods in Econometrics
ECO 399 - Internship Program
or ECO 499 - Independent Study
MIS 379 - Quantitative Methods for Business and Economics and MIS 260 - Problem Solving for Business
or MAT 163 - Introductory Statistics or MAT 164 – Introductory Statistics for STEM
ENL 223 - Writing for Business and the Professions
PHI 120 - Ethics
or PHI 125 - Ethics and Human Identity
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Major in Computational Economics, BA
See Computer Science.
Combined Major in Economics and Business Administration, BA
Five Economics courses and supporting courses in other departments:
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
MKT 252 - Principles of Marketing
FIN 331 - Financial Management
or MIS 379 - Quantitative Methods for Business and Economics and MIS 260 - Problem Solving for Business
One four-credit upper division Economics course elective
One four-credit upper division Business elective
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Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing two
courses: (1) ECO 112 or 113 (QF) and (2) MIS 379 or ECO 318 or ECO 490 (QA). Consult your department chair or
academic advisor if you wish to choose an alternative approach to meeting the QR graduation skill.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Major in Mathematical Economics, BS
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 416 - Mathematical Economics
ECO 490 - Research Methods in Econometrics
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 373 - Probability Theory
MAT 374 - Statistical Theory and Applications
MAT 324 - Analysis
or MAT 369 - Modeling and Differential Equations in the Biological and Natural Sciences
or MAT 377 - Operations Research
Two four-credit upper division economics course electives
Recommended Courses:
CSC 160 - Introduction to Computer Science and Communication
CSC 170 - Introduction to Programming
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Teacher Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students, therefore, should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
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.
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Minor in Economics
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
One additional four-credit upper division economics course
Other configurations may be permitted by consulting with the department chair.
Note: Students who plan to major in the department are strongly encouraged to select a faculty advisor as soon as
possible in order to carefully plan their program of study.
For a complete list of courses and descriptions, see the Course Description Search.
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Education
The Department of Education maintains liberal arts-based teacher education programs that are 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-6)
Secondary—grades 5-12 in communication arts/literature, health, mathematics, and social studies; grades 9-12 in
life science, chemistry, and physics
K-12 licenses in visual arts, physical education, music, English as a Second Language (ESL) and the NEW special
education: Academic Behavioral Strategist (ABS) license. (Note the ESL and ABS programs are available in weekday
evening program only*)
General Science (5-8) initial license
Optional endorsements for a K-6 elementary license include, mathematics (grades 5-8), general science (grades 5-8),
social studies (grades 5-8), or communication arts/literature (grades 5-8).
Program Availability
Degree and/or licensure programs are available in both the Day and AU (weekday evening*) programs. Augsburg
Undergraduate (AU) degree and licensure programs are limited to elementary, secondary communication arts/literature
and social studies, and K-12 visual arts, ESL and ABS. Additional licensure programs are available through the Day
program and open to AU students who can take courses on a weekday schedule. All prerequisite courses, elementary
core courses, and professional education courses are available on a weekday evening schedule*. P-12 field service
requirements associated with courses and student teaching must be completed during regular P-12 school hours. All
students must have some time available each term for field service in P-12 educational settings.
Graduate Master of Arts in Education
A graduate level licensure option is available in the AU* program to those already holding a BA/BS degree. Graduate
courses taken for licensure can be applied to a Master of Arts degree in Education (MAE).
Licensure only
Students who have completed a BA/BS degree may complete a licensure only program within the day or AU*
undergraduate program. Contact the Education Department or the Office of Admissions for information.
Program Overview
Students in all degree and/or licensure programs must apply for acceptance into the Education Department prior to
beginning most 300-400 level courses. (EDC 310 may be taken prior to admission). All students are required to meet the
statutory requirements for a skills exam in reading, writing and math. The Minnesota Basic Skills requirement may be
met by providing passing scores on one of the three test batteries (MTLE, SAT, or ACT Plus Writing). Additional criteria
for acceptance into the Education Department are available through the department website. Students complete a
semester of full-time student teaching at the conclusion of their degree and/or licensure. Students must complete the
EdTPA during their student teaching semester. State law requires passing appropriate exams (basic skills, pedagogy, and
content exams) prior to recommendation for licensure. Students who entered Augsburg College under earlier catalogs
must comply with the requirements of the new licensure programs.
The Education Department offers non-licensure majors in Elementary Education and Education Studies. Contact the
department for details. The department also offers a Special Education minor which is described at the end of this
section.
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Students are assigned an Education Department program advisor upon request or at the outset of EDC coursework. All
students are expected to become knowledgeable about programs and follow through with department policies.
Handbooks outlining programs and policies are available through the Education Department and website.
Student Teaching Abroad
Selected Education Department students may participate in an international student teaching program. Those interested
in further information should contact the Education Department at least one year prior to student teaching. Students
who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty
supervision. In addition to gaining Education Department approval for student teaching abroad, students must apply
through the Study Abroad and Study Away Office in the Center for Global Education and Experience.
Education Faculty
Margaret Finders (Chair), Joseph Erickson, Jennifer Diaz, Jeanine Gregoire, Audrey Lensmire, Rachel Lloyd, Cari Maguire,
Susan O’Connor, Donna Patterson, Christopher Smith, Barbara West
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Elementary Education
Major and Licensure Requirements
Elementary Education majors are required to complete the following non-major and major courses. To be licensed they
must also complete a student teaching experience. Degree-seeking students follow the Bachelor of Science Liberal Arts
Foundation requirements.
Non-departmental Core Courses
These requirements should be taken during freshman/sophomore year; many of these courses will also fulfill liberal arts
requirements:
ENL 111 - Effective Writing
HPE 115 - Chemical Dependency Education
Math sequence for students
(Do NOT take if seeking 5-8 math endorsement.) MPG 3 pre-requisite.
MAT 137 - Mathematics for Elementary Teachers I (fall)
MAT 138 - Mathematics for Elementary Teachers II (spring)
Science sequence for students
(Do NOT take if seeking 5-8 general science endorsement.)
Option A is for Day students who do not have college-level science courses in their background.
BIO 102 - The Biological World or ENV 120 - Environmental Science
and
PHY 203 - Physics and Earth Science for Elementary Education Teachers
Option B is for weekday, AU*, and/or transfer students with at least one college-level science course accepted in
transfer, or for weekday students who have already started this sequence.
PHY 203 - Physics and Earth Science for Elementary Education Teachers
or
EED 203 - Physical Science for Elementary Teachers (summer session, Time 1 only) and EED 200 - Elementary Education
Earth Science (summer session, Time 2)
and
BIO 102 - The Biological World or ENV 120 - Environmental Science
Option C (Rochester only).
SCI 110 - Natural Science I (Physical Science)
SCI 111 - Natural Science II (Biological and Earth Science)
Major Courses
Foundations Block I
EDC 200 - Orientation to Education in an Urban Setting**
EDC 211 - Minnesota American Indians and EDC 210 - Diversity in the School (EDC 110 Teaching in a Diverse World
(Freshman only)
or EDC 206 - Diversity/Minnesota American Indians
EDC 220 - Educational Technology
EED 225 - Foundations of Literacy
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Foundations Block II
EDC 310 - Learning and Development in an Educational Setting
Methods Block I (Courses from this point on require admission to the department)
EED 311 - K-6 Methods: Health
EED 312 - K-6 Methods: Physical Education
EED 325 - K-6 Methods: Literacy
EED 326 - Elementary Reading K-6 Field Experience**
EED 386 - K-6 Methods: Children’ Literature
Methods Block II
EED 336 - Advanced Literacy Methods**
EED 341 - K-6 Methods: Art
EED 342 - K-6 Methods: Music
EED 350 - K-6 Methods: Mathematics**
EED 360 - K-6 Methods: Science**
EED 370 - K-6 Methods: Social Studies/Thematics
EED 380 - Kindergarten Methods**
Capstone Block
EDC 410 - Learners with Special Needs**
EDC 490 - School and Society
Student Teaching Block
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.
EED 481, 483, 485 - Student Teaching: Elementary K-6
EED 489: Teacher Performance Assessment and Student Teaching Seminar Endorsements
(optional to add on to elementary license, secondary biology, chemistry, physics)
Communication Arts (5-8)
ENL 220 - Intermediate Expository Writing
ENL 240 - Introduction to Literary Study
COM 254 - Interpersonal Communication
or COM 329 - Intercultural Communication
or COM 351 - Argumentation
or COM 355 - Small Group Communication
EED 331 - Middle School Methods Writing
ESE 300 - Reading/ Writing in the Content Area**
ESE 350 - 5-12 Methods: Literature and Reading**
Student Teaching - five weeks
Social Studies (5-8th grade)
POL 121 - American Government and Politics
HIS 120 - America to 1848
or HIS 121 - 19th-Century United States
or HIS 122 - 20th-Century United States
ECO 113 - Principles of Microeconomics
HIS 103 - The Modern World
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or HIS 104 - The Modern Non Western World
or PSY 105 - Principles of Psychology
or SOC 121 - Introduction to Sociology
or ANT 141 - Introduction to Cultural Anthropology
ESE 220 - Introduction to Human Geography
ESE 300 - Reading/Writing in the Content Area**
ESE 311 - Middle School Methods: Social Studies**
Student Teaching—five weeks
Mathematics (5-8th grade)
MAT 114 - Precalculus (or MPG 4)
MAT 145 - Calculus I
MAT 163 - Introductory Statistics
or MAT 164 – Introductory Statistics for STEM
MAT 252 - Exploring Geometry
MAT 271 - Discrete Mathematical Structures
MAT 287 - History of Mathematics
ESE 300 - Reading/Writing in the Content Area**
ESE 331 - Middle School Methods: Mathematics**
Student Teaching—five weeks
General Science (5-8th grade)
BIO 102 - The Biological World
BIO 121 - Human Biology
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
PHY 116 - Introduction to Physics
SCI 106 - Introductory Meteorology
Geology - (take elsewhere—see Education Department for suggestions)
ESE 300 - Reading/Writing in the Content Area**
ESE 341 - Middle School Methods: Natural Science**
Student Teaching—five weeks
Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses
are required for licensure as well as 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), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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K-12 English as a Second Language
The K-12 English as a Second Language (ESL) undergraduate major is available as an initial license as well as an
endorsement to an existing license. This license qualifies teachers to work with K-12 students for whom English is a
second language across a range of subject areas. A prerequisite to program admissions is two years of high school level
or one year of college level language instruction.
The K-12 ESL program is offered in a hybrid format with a mix of face-to-face and online instruction throughout the
semester. Program courses are offered in a weekday evening* framework during the academic year and summer
semester to make them accessible to working adults.
Major and Licensure Requirements
Required Non-major Courses:
HPE 115 - Chemical Dependency Education
ENL 111 - Effective Writing
Modern language pre-requisites (2 years high school or 1 year college language)
Required Education Courses for ESL:
EDC 200 - Orientation to Education in an Urban Setting**
EDC 210 - Diversity in the School or EDC 110 - Teaching in a Diverse World (Freshman only)
and EDC 211 - Minnesota American Indians
or EDC 206 - Diversity/Minnesota American Indians
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting
EDC 410 - Learners with Special Needs**
ESE 325 - Creating Learning Environments **
EED 325 - K-6 Methods: Literacy
EED 326 - Elementary Reading K-6 Field Experience**
ESL Major Courses
ESL 310 - Second Language Acquisition
ESL 320 - Introduction to Linguistics
ESL 330 - History and Structure of the English Language
ESL 340 - ESL Literacy**
ESL 410 - ESL Testing and Evaluation
ESL 420 - ESL Methods **
ESL 490 - Language, Culture, and Schools (Keystone requirement)
ESL 481, 483 - Student Teaching: Elementary
ESL 485, 487 - Student Teaching: Secondary
ESL 489 - Teacher Performance Assessment and Student Teaching Seminar
Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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Secondary Education
It is the responsibility of each student to meet all specific requirements of the Education Department and the subject
area major. Secondary and K-12 licensure students are expected to have advisors in both their subject area major and in
the Education Department. K-12 licensure is available in art, music, health and physical education. A 5-12 secondary
licensure program is available in communication arts/literature, mathematics, and social studies. A 9-12 secondary
licensure program is available in life science, chemistry, and physics with an additional general science endorsement for
grades 5-8.
Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg
College Education Department licensure program. These requirements are: bachelor’s degree, academic major in an
approved teaching area, and completion of an approved licensure program.
Consult with your subject matter advisor for Graduation Skills requirements in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W).
Major and Licensure Requirements
Non-Departmental Requirements
ENL 111 - Effective Writing
HPE 115 - Chemical Dependency Education
Program Requirements
Foundations Block I
EDC 200 - Orientation to Education in an Urban Setting**
EDC 211 - Minnesota American Indians and EDC 210 - Diversity in the School (EDC 110 Teaching in a Diverse World
(Freshman only)
or EDC 206 - Diversity/Minnesota American Indians
EDC 220 - Educational Technology
Foundations Block II
EDC 310 - Learning and Development in an Educational Setting
Courses from this point and on require admission to the Education Department.
Methods Block I
ESE 300 - Reading/Writing in the Content Area**
ESE 325 - Creating Learning Environments**
Methods Block II
ESE 3XX - K-12 or 5-12 Methods in Content Area**
Capstone Block
EDC 410 - Learners with Special Needs**
EDC 490 - School and Society
Student Teaching Block
ESE 481, 483, 485 - Student Teaching: Secondary
ESE 489 - Teacher Performance Assessment and Student Teaching Seminar
A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P (pass) in student teaching are
required for licensure. All required major, non-departmental requirements, and education program courses must have a
grade of 2.0 or better.
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Art, Music, and Physical Education Licensure (K-12)
Students preparing for licensure in one of these areas follow the Secondary Education program even though they may
plan to teach at the elementary school level. A person with a major in one of these special areas will take three to four
courses in student teaching and do some student teaching at both the secondary and elementary levels. Note:
Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements
for the 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 the AU* evening program. Licensure is obtained through a
combination of graduate and undergraduate credits. Contact the Education Department or the Undergraduate and
Graduate Admissions Offices for information.
For a complete list of courses and descriptions, see the Course Description Search.
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Special Education: Academic Behavioral Strategist
The special education ABS major is available only through the AU* program. This major is ideally suited to people who
are currently working in schools with K-12 special education students. Students must complete field service
requirements in K-12 special education and general education mainstreamed settings as part of course and program
requirements; field service requirements are during the regular school times and calendar year.
A graduate-level licensure option is available through AU*. Licensure is obtained through a combination of graduate and
undergraduate credits.
Special Education Coordinator: Susan O’Connor
Major and Licensure Requirements
Special Education Major
Non-departmental core courses - These requirements should be taken during freshman/sophomore year; many of these
courses will also fulfill liberal arts requirements:
ENL 111 - Effective Writing
HPE 115 - Chemical Dependency Education
MAT 137 - Mathematics for Elementary Teachers I (MPG 3 prerequisite)
Required Education Courses for ABS:
EDC 200 - Orientation to Education in an Urban Setting**
EDC 211 - Minnesota American Indians and EDC 210 - Diversity in the School (or EDC 110 Teaching in a Diverse World
Freshman only)
or EDC 206 - Diversity/Minnesota American Indians
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting
EED 225 - Foundations of Literacy
(Students must be admitted to Education Department to take courses beyond this point)
EED 325 - K-6 Methods: Literacy
EED 326 - Elementary Reading K-6 Field Experience**
EED 336 - Advanced Literacy Methods**
EED 350 - K-6 Methods: Mathematics**
EED 360 - K-6 Methods: Science**
EDC 410 - Learners with Special Needs**
EDC 330 - Building the Public Good: Public Achievement and Organizing I
EDC 331 - Practicum in Public Achievement I
EDC 332 - Building the Public Good: Public Achievement and Organizing II
EDC 333 - Practicum in Public Achievement II
SPE 410 - Implementing Assessment Strategies
SPE 411 - Etiology and Theory of Mild to Moderate Disabilities
SPE 415 - Theory to Practice
SPE 425 - Transition and Community
SPE 430 - Instructional and Behavioral Practices
SPE 490 - Parent and Professional Planning
SPE 481, 483 - Student Teaching: Elementary
SPE 485, 487 - Student Teaching: Secondary
SPE 489 - Teacher Performance Assessment and Student Teaching Seminar
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Graduation Skills
Graduation Skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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**
PSY 105 - Principles of Psychology
SOC 231 - Family Systems: A Cross-Cultural Perspective
Choose one from the following:
PSY 250 - Child Development
PSY 252 - Adolescent and Young Adult Development
PSY 253 - Aging and Adulthood
Choose one from the following:
PSY 357 - Behavior Analysis
PSY 359 - Assessment
SOC 265 - Race, Class and Gender
SWK 301 - History and Analysis of Social Policy
Interested students should contact the director of Special Education at the outset of coursework
For a complete list of courses and descriptions, see the Course Description Search.
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English
Through the study of English we witness life’s complexity, experience life as others do, and thus better understand the
world in which we live and work. Literature helps us contemplate the pains and joys of human existence and allows us to
frame human events within diverse world views. Those who study English typically believe that an intense concern for
words, ideas, and images helps people understand who they are and who they can become. At the same time, the
English Department’s emphasis on writing helps our students to clarify and share their thoughts.
English relates closely to other majors. Like the other arts, English is concerned with the pleasure that comes from
artistic creation and with the contemplation of works of art. Like psychology and sociology, English is concerned with
individual and group behavior. Like philosophy, English is interested in ideas and in the relation between meaning and
language. Like science, English is interested in discovering order and determining structures. Like speech and
communication, English studies the effective use of language. Like history and the other social sciences and humanities,
English studies the way people have acted and thought at different times and in various cultures.
Augsburg’s English Department integrates its programs with cultural opportunities available in this vital urban area.
Plays, films, and readings are available near the campus, often within walking distance. English majors also have
opportunities to use and refine their skills by working in internships on and off campus, tutoring English Language
Learner (ELL) students, or tutoring in the Writing Lab.
Students who complete 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
Dallas Liddle (Chair), Stephan Clark, Robert Cowgill, Cass Dalglish, Douglas Green, Sarah Groeneveld, John Schmit,
Lindsay Starck, Kathryn Swanson, Mzenga Wanyama, Cary Waterman
Degree and Major Requirements
Choosing a Concentration
Students majoring in English have the opportunity to choose one of three concentrations: literature, language, and
theory; creative writing; and secondary licensure in communication arts/literature.
While some of our courses explicitly address theoretical approaches to literature, especially those that examine race,
class, and gender, all of our courses infuse these concerns in their engagement with primary works of fiction, poetry,
creative nonfiction, film, and drama. All literature classes involve students in multiple forms of 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.
English Major with a Literature, Language, and Theory Concentration
The Literature, Language, and Theory concentration provides students various approaches to the study of the written
word and visual text. Spotlight courses focus on specific authors, genres, or themes, and enable the discovery of new
literary experiences. Courses in African American, Native American, Asian American, and postcolonial 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. The Literature, Language, and
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Theory concentration offers courses of study cross-listed with American Indian Studies, Art, Communication Studies,
Film, Theater, and Gender, Sexuality, and Women’s Studies.
This concentration requires nine courses above ENL 111, or HON 111, or ENL 112 including:
ENL 220 - Intermediate Expository Writing
or ENL 221 - Intermediate Expository Writing About the Arts
At least two 200-level literature courses as prerequisites for upper division courses in English. No more than two 200level literature courses may count for the major.
At least five 300-level courses, with one each in British literature, American literature, and world literature.
At least one 400-level course. Any 300-level course serves as a prerequisite for the 400-level.
Minor in Literature, Language, and Theory
Five courses above ENL 111, or HON 111, or ENL 112 are required, including:
ENL 220 - Intermediate Expository Writing
or ENL 221 - Intermediate Expository Writing About the Arts
Four literature, language, and theory courses, three of which must be upper division courses.
English Major with a Creative Writing Concentration
The English Creative Writing concentration helps students develop professional writing skills by focusing their efforts in
the creative modes: poetry, fiction, creative nonfiction, playwriting, and screenwriting. Over the course of the major,
students master terminology; engage the field’s aesthetic and ethical issues; and read and study the works of
established writers. The creative writing concentration expands competencies in observation, research, and analysis that
enable writers to gather and interpret material from a variety of sources and perspectives for their work; it attends
particularly to the artistic aspects of the writer’s craft, such as form, affect, and revision. English majors in Creative
Writing engage the interdisciplinary demands inherent in literary endeavors, including issues of design, and enhance
their appreciation of the aesthetic possibilities inherent in the writing life.
Creative Writing courses are taught by dedicated professors, who are themselves practicing writers. The writing
concentration offers courses of study cross-listed with Art, Communication Studies, and Theater.
To complete this concentration students must take 10 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.
ENL 220 - Intermediate Expository Writing
or ENL 221 - Intermediate Expository Writing About the Arts
ENL 226 - Introduction to Creative Writing
ENL 320, 321 - Fiction One, Fiction Two
or ENL 322, 323 - Poetry One, Poetry Two
ENL 420 - Advanced Studies in Writing (Keystone)
ART 215 - Introduction to Web Design
or ART 201 - Introduction to Graphic Design
One elective from:
ENL 227 - Journalism
ENL 228 - Broadcast and Online Journalism
ENL/FLM 229 - Screenwriting
ENL 320 - Fiction One
ENL 322 - Poetry One
ENL 324 - Creative Non-Fiction
ENL/THR 325 - Playwriting I
ENL 396 - Internship in Teaching Writing
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ENL 397/399 - Internship
An approved ACTC creative writing course
Minors in Writing
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.
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.
Communication Arts/Literature Teacher Licensure Major
The Communication Arts/Literature Teacher Licensure concentration is for students who seek to be licensed to teach
communication arts/literature in Minnesota. Students are encouraged to take courses toward their major during the
first and sophomore years and to apply for the education licensure program no later than the spring of their junior year.
Students in both programs must work with advisors 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.
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
One upper division ENL British literature course
One upper division ENL American literature course
One additional ENL literature, language, or theory course chosen from ENL360, 361, 362, 367, 368, 371, 385, 394, 410,
and 430
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 111 - Public Speaking
COM 254 - Interpersonal Communication
COM 351 - Argumentation
One of COM 120, COM 243, or POL 342
Special Methods (two courses):
ESE 350 - 5-12 Methods: Literature and Reading
ESE 351 - 5-12 Methods: Speaking and Listening
Additional ESE and EDC courses are required for licensure. See the Education Department section for a listing of
secondary education licensure requirements. In addition to consulting your designated ENL advisor, contact an
Education Department advisor for information about education courses.
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Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
The Quantitative Reasoning (QR) graduation skill is met by completing the following courses:
GST 200, MAT 163, MAT 164, or PHY 119
Departmental Honors
GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by early October in senior year for
department approval. Submit and defend paper before faculty committee. Honors project may receive independent
study credit (refer to departmental guidelines).
Transfer Students
Note: Transfer undergraduate English majors must take at least three of their English courses at Augsburg. Transfer
students who minor in English must take at least two of their English courses at Augsburg.
Transfer English education students with a BA in English from another college must take at least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken before the department can
recommend a student for student teaching.
The English Placement Test
A writing sample is required of students to determine their placement in an appropriate writing class. Students having
completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop
competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing
paragraphs and sentences—are required to enroll in 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 P, 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).
Service Courses
The department offers these service courses for students as required by a placement test.
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.
Upper Level Courses
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. Unless otherwise
indicated, students must take ENL 220 or 221 (see writing courses), or one 200-level literature, language, or theory
course, or gain consent of the instructor as a prerequisite.
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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 permission of the instructor serve
as a prerequisite for the 400-level. One 400-level course must fulfill the keystone requirement.
Writing Courses
Note: First day attendance in all writing courses is mandatory for a student to hold their place in the course.
For a complete list of courses and descriptions, see the Course Description Search.
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Environmental Studies
Environmental Studies is the interdisciplinary investigation of human relations with the natural world. 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, communications 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 BA 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
disciplinary insights to current urban environmental challenges. Drawing on their experiences in settings as diverse as
the Cedar-Riverside neighborhood, the upper Mississippi River Valley, and Mexico, graduates of the program pursue
vocations in nonprofit organizations, government policy and planning positions, law and graduate school, education,
ministry, and corporate settings.
Environmental Studies Faculty
Christina Erickson (Social Work), Matthew Beckman (Biology), Ralph Butkowski (Biology), Kristen Chamberlain
(Communication Studies), Lars Christiansen (Sociology), Z. Vivian Feng (Chemistry), Nancy Fischer (Sociology), Keith
Gilsdorf (Economics), David Hanson (Chemistry), Ann Impullitti (Biology), Joan Kunz (Chemistry), Michael Lansing
(History), Emily Gaenzle Schilling (Biology/Environmental Studies), Joseph Underhill (Political Science Director), John
Zobitz (Mathematics).
Degree and Major Requirements
Environmental Studies Major
Standard Track Requirements
Core courses:
ENV 100 - Environmental Connections
ENV 120 - Environmental Science
SWK 210 - Environmental Justice and Social Change
POL 241 - Environmental and River Politics
or ENV 310 - Environmental Politics Field Seminar
or POL 325 - Politics and Public Policy
or POL/WST 341 - Globalization, Social Struggle and the Environment (CGE)
or SOC 381 - City and Regional Planning
COM 260 - Environmental Communication
or REL/WST 313 - Environmental Theology and Ethics (CGE)
HIS 316 - US Urban Environmental History
ECO 365 - Environmental Economics
ENV Internship (ENV 396, 397, 398, or 399)
ENV 492 - The City and Environment Keystone
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or ENV 490 - Environmental Studies Independent Project (Keystone)
Biology requirements:
BIO 151 - Introductory Biology
BIO 152 - Ecology, Evolution and Diversity
BIO 481 - Ecology
Chemistry requirements:
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
HECUA Track Requirements
ENV 100 - Environmental Connections
SWK 210 - Environmental Justice and Social Change
COM 260 - Environmental Communication
or REL/WST 313 - Environmental Theology and Ethics (CGE)
HIS 316 - US Urban Environmental History
INS 345, INS 346, INS 399 - (HECUA Environmental Sustainability Semester, four courses: Adaptive Ecosystem
Management; Social Dimensions of Environmental Change, Field/Research Methods and Investigation, Internship and
Integration Seminar)
ENV 492 - The City and Environment Keystone
or ENV 490 - Environmental Studies Independent Project (Keystone)
Biology requirements:
BIO 151 - Introductory Biology
BIO 152 - Ecology, Evolution, and Diversity
BIO 481 - Ecology
Chemistry requirements:
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
Environmental Studies Minor
Five courses:
ENV 100 - Environmental Connections
ENV 120 - Environmental Science
Complete three courses from at least two of the four divisions:
Humanities
COM 260 - Environmental Communication
ENL 270 - Themes
HIS 316 - US Urban Environmental History
REL/WST 313 - Environmental Theology and Ethics (CGE)
Social Sciences
ECO 365 - Environmental Economics
ENV 310 - Environmental Politics Field Seminar
POL 241 - Environmental and River Politics
POL 325 - Politics and Public Policy
POL/WST 341 - Globalization, Social Struggle and the Environment (CGE)
SOC 380 - Disaster and Resilience
Professional Studies
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SWK 210 - Environmental Justice and Social Change
Natural Sciences
BIO 152 - Evolution, Ecology, and Diversity
BIO 481 - Ecology
CHM 115 - General Chemistry I
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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Gender, Sexuality, and Women’s Studies
The Gender, Sexuality, and Women’s Studies program provides students with the opportunity to 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, St. Catherine University, and the University of St. Thomas.
Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not
only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences.
The Gender, Sexuality, and Women’s Studies program offers both a major and a minor, and provides students with
academic preparation for careers in human services, education, and social work as well as graduate study.
Faculty
Adriane Brown (director), Kristin M. Anderson, Janelle Bussert, Kristin Chamberlain, Sarah Combellick-Bidney, Cass
Dalglish, Ankita Deka, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Doug Green, Milda Hedblom,
Sophia Jacobsen, Michael Lansing, Barbara Lehmann, Lynne Lorenzen, Mary Lowe, Ann Lutterman-Aguilar, M. Elise
Marubbio, Kathleen McBride, Sarah Myers, Norma Noonan, Pary Pezechkian-Weinberg, Timothy Pippert, Beverly J.
Stratton, Kathryn Swanson, James Vela-McConnell, Mzenga Wanyama
Degree and Major Requirements
Major
Ten courses that must include:
WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
WST 315 or another mid-level course in feminist theory selected from an approved list
WST 485 - Senior Seminar
WST 199/399 - Internship*
*WEC majors may take WST 499 (Independent Study) with a practical application in lieu of WST 199/399; interested
students should speak with the WST director.
The remaining six electives are to be selected from approved Gender, Sexuality, and Women’s Studies courses, and
should include one course with a racial, ethnic, or global emphasis and one course with a sexuality emphasis. At least
three of the six electives must be upper division courses. Students may take courses at any of the colleges participating
in the Gender, Sexuality, and Women’s Studies program. However, at least three courses must be completed at
Augsburg.
Each student’s program must have the written approval of the Gender, Sexuality, and Women’s Studies program
coordinator.
Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs
offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for Gender, Sexuality,
and Women’s Studies credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and
Migration and Globalization: Engaging Our Communities (offered spring semester).
Graduation Skills
The Speaking (S), Writing (W), and Critical Thinking (CT) graduation skills are embedded at all levels and are met by
completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200 or MAT 163
or MAT 164. Transfer students must consult an advisor about potential adjustments to their course requirements to
fulfill each of these skills.
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Minors and Concentrations
Students majoring in Gender, Sexuality, and Women’s Studies can pursue a concentration in Sexuality and/or Global
Women’s and Gender Studies. A concentration will be noted on the transcript at the point of graduation, not a minor.
Gender, Sexuality, and Women’s Studies Minor
Five courses that must include WST 201; WST 315; and three electives, one of which must be upper division. Courses
may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written approval
of the Gender, Sexuality, and Women’s Studies Program Coordinator.
Sexuality Studies Minor or Concentration
The 20-credit minor/concentration in Sexuality Studies offers students the opportunity to explore the history, social
construction, and physiology of sexuality and to examine the cultural meanings of gender, sexual orientation, and sexual
practice on a global level. Students are required to take three core courses plus two electives (one of which must be
upper division), as follows:
Core Courses in Sexuality Studies:
WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
SOC 266 - Sociology of Sexualities
WST 305 - Introduction to Queer Studies
Elective Courses in Sexuality Studies:
WST 250 - Global Perspectives on Gender and Sexuality
WST 315 - Margins as Center: Feminist Theory
HPE 316 - Human Sexuality
WST 281/481 - Topics
Global Women’s and Gender Studies Minor or Concentration
The 20-credit minor/concentration in Global Women’s and Gender Studies offers students the opportunity to focus on
women’s roles, experiences, and worldviews in a global context. Students are required to take three core courses plus
two electives (one of which must be upper division), as follows:
Core Courses in Global Women’s and Gender Studies:
POL 359 - Topics: Women in Comparative Politics
WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
WST 315 - Margins as Center: Feminist Theory
Elective Courses in Global Women’s and Gender Studies:
WST 250 - Global Perspectives on Gender and Sexuality
WST 281/481 - Topics
WST 313 - Environmental Theology and Ethics (CGE)
WST 341 - Globalization, Social Struggles and the Environment (CGE)
WST 357 - Mexican History, Culture and Cosmovision (CGE)
WST 362 - Walking the Truth: Culture, Gender and Millennium Development Goals in Sub Saharan Africa
WST 366 - Latin American Liberation Theologies (CGE)
AIS 208/408 - Native American Women and Film
AIS 233 - Women: A Cross-Cultural Perspective
AIS 305 - Indigenous Issues of Central America
AIS 320 - American Indian Women
ENL 365 - Contemporary Post Colonial Fiction
HIS 195 - Topics in History: Promoting Justice and Seeking Equality - Globalization and Women’s Grassroots Movements
in Latin America
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Students are strongly encouraged to study abroad or to take at least one travel seminar.
Transfer Students
Students who transfer to Augsburg College and wish to complete a major or minor in Gender, Sexuality, and Women’s
Studies are urged to consult with the director of Gender, Sexuality, and Women’s Studies immediately upon transfer.
The Gender, Sexuality, and Women’s Studies program has an articulation agreement with Century College and with
Inver Hills Community College that governs students from these institutions with a Women’s Studies certificate who
transfer to Augsburg. Transfers from other colleges and universities must consult with the director of Gender, Sexuality,
and Women’s Studies for approval of courses for the major or minor.
For a complete list of courses and descriptions, see the Course Description Search.
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Health, Physical Education, and Exercise Science
All students at Augsburg College will interact at some point during their college experience with the Department of
Health, Physical Education, and Exercise Science. Goals of the department are to provide quality experiences,
preparation for the professions, and an education that leads to lifelong participation in physical activity. Recreational
participants as well as student athletes will find ample opportunity for developmental activities.
The Physical Education program prepares students for careers in physical education endeavors in 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, wellness, and allied
professions. This program offers a comprehensive view that examines prevention and promotion needs for individuals,
schools, and the community.
The Exercise Science program prepares students with practical application of the knowledge needed to become a health
fitness or community health professional. Interested students will also be prepared to move on to graduate or
professional school in allied health fitness professions such as physical therapy, occupational therapy, athletic training,
and chiropractic studies.
Faculty
Eileen Kaese Uzarek (Chair), Chris Brown, Anthony Clapp, Carol Enke, Jill Everett, Aaron Griess, Melissa Lee, Michael
Navarre, Kassondra Nordmeyer, Ana Ribeiro, Eric Rolland, Missy Strauch, Nathan Tenut
Degree and Major Requirements
Health Education Major
HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 215 - Health and Exercise Psychology
HPE 316 - Human Sexuality
HPE 320 - School Health Curriculum
HPE 357 - Measurement in Health, Physical Education and Exercise Science
HPE 358 - Assessment in Health and Physical Education
HPE 390 - Instructional Methods and Materials in Health Education
HPE 410 - Administration and Supervision of the School Health Program
HPE 450 - Current Health Issues
BIO 103 - Human Anatomy and Physiology
PSY 250 - Child Development
or PSY 252 - Adolescent and Young Adult Development
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Health Education Minor
HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health
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HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 316 - Human Sexuality
HPE 320 - School Health Curriculum
HPE 390 - Instructional Methods and Materials in Health Education
HPE 450 - Current Health Issues
BIO 103 - Human Anatomy and Physiology
(The Minnesota Board of Teaching does not license minors in teaching.)
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after
the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department
to identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty
advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option.
All students seeking teaching licensure must receive a minimum grade of 2.0 in all required courses with an HPE prefix.
Physical Education Major
HPE 104 - Components of Fitness Training
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 220 - Motor Learning and Development
HPE 254 - Introduction to Developmental/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 357 - Measurement in Health, Physical Education, and Exercise Science
HPE 358 - Assessment in Health and Physical Education
HPE 473 - Physical Education Curriculum
BIO 103 - Human Anatomy and Physiology
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physical Education Minor
HPE 104 - Components of Fitness Training
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 324 - K-6 PE Games and Activities
HPE 334 - 7-12 Sport Skills and Activities
HPE 351 - Physiology of Exercise
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(The Minnesota Board of Teaching does not license minors in teaching.)
Coaching Certification
The Minnesota Board of Teaching does not require coaching certification. The following courses are recommended for
those interested in coaching in Minnesota public schools:
HPE 114 - Safety Education
HPE 275 - Prevention and Care of Athletic Injuries
HPE 280 - Coaching Theory
The Minnesota State High School League (MSHSL) requires all head varsity coaches of interscholastic sports to complete
a coaching effectiveness program offered through the MSHSL.
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after
the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department
to identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty
advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option.
All students seeking teaching licensure must receive a minimum grade of 2.0 in all required courses with an HPE prefix.
Exercise Science Major, BA
HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 215 - Health and Exercise Psychology
HPE 275 - Prevention and Care of Athletic Injuries
HPE 300 - Nutrition for Exercise Science
HPE 304 - Advanced Fitness Training
HPE 305 - Stress Management
HPE 315 - Exercise Testing and Prescription
HPE 350 - Kinesiology
HPE 351 - Physiology of Exercise
HPE 357 - Measurement in Health, Physical Education, and Exercise Science
HPE 397/399 - Internship in Exercise Science
HPE 450 - Current Health Issues
HPE 490 - Exercise Science Seminar and Keystone
BIO 103 - Human Anatomy and Physiology
Exercise Science Major, BS
Pre-Health Science Track
This major is available for those wishing to satisfy the prerequisites for graduate school in exercise science allied
professions such as physical therapy, occupational therapy, athletic training, and chiropractic.
HPE 104 - Components of Fitness
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
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HPE 215 - Exercise and Health Psychology
HPE 275 - Prevention and Care of Athletic Injuries
HLTH 345 - Nutrition for Health (St. Thomas)
HPE 304 - Advanced Fitness Training
HPE 305 - Stress Management
HPE 315 - Exercise Testing and Prescription
HPE 350 - Kinesiology
HPE 351 - Physiology of Exercise
HPE 357 - Measurement in Health, Physical Education, and Exercise Science
HPE 397/399 - Internship
HPE 450 - Current Health Issues
HPE 490 - Exercise Science Seminar and Keystone
Supporting courses:
BIO 151 - Introductory Biology
BIO 152 - Evolution, Ecology and Diversity
BIO 253 - Introductory Cellular Biology
BIO 353 - Comparative Vertebrate Anatomy
BIO 473 - Animal Physiology
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
EXSS 4300 - Advanced Biomechanics (St. Catherine)
FSNU 3250 - Sports Nutrition (St. Catherine)
MAT 114 - Precalculus
INDI 2220 - Medical Terminology (St. Catherine)
HPE 220 - Motor Learning and Development
PHYS 1080 - Physics for Health Science I (St. Catherine)
PHYS 1090 - Physics for Health Science II (St. Catherine)
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 262 - Abnormal Psychology
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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History
History is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The
distinguished medievalist J.R. Strayer expressed it this way: “No community can survive and no institution can function
without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that
we are ruled by the collective memory of the past. It is the memory of common experiences 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
Michael J. Lansing (Chair), Phillip C. Adamo, Jacqueline deVries, William Green, Maheen Zaman
Degree and Major Requirements
History Major
Nine courses, including HIS 280 and HIS 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 medieval, modern Europe,
United States, and non-Western.
History Area Courses
Ancient and Medieval: HIS101, 102, 360, 361, 369, 370, 374, 378, or HUM120
Modern Europe: HIS102, 103, 282, 348, 352, or 354
United States: HIS120, 121, 122, 225, 234, 236, 241, 242, 243, 249/349, 300, 316, 331, 332, 335, 336, 338, or 343
Non-Western: HIS104, 140/440, 150/350, 155/355, 162/462, 323, 327, 346, 357, or 474
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. Speaking (S) and Writing (W) skills are also developed throughout the major, but are given special emphasis in
the following courses (both required for majors):
S: HIS 480
W: HIS 280 and HIS 480
The Quantitative Reasoning (QR) graduation skill may be fulfilled by taking HIS 369, GST 200, MAT 145, MAT 146,
MAT163, or PHI 230.
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.
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Departmental Honors
GPA of 3.6 in the major and 3.0 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 four
credits) to be defended before a faculty committee.
Other Requirements
First-year students should enroll in one or more 100-level courses. 200-level courses are normally reserved for
sophomore or upper division students. Upper division courses are numbered 300 and above.
Prerequisites
Satisfactory completion of a lower division course (100- or 200-level) is normally required before enrolling in an upper
division course (300- and 400-level). See instructor for permission to waive prerequisites.
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.
For a complete list of courses and descriptions, see the Course Description Search.
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Honors Program – HON
Introduction
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 Honors Review of Undergraduate Scholarship, 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 attending music, theater, and art performances. Honors courses
bring in professors from several different departments so students can learn from talented professors teaching their
specialties.
For information, contact the Honors Desk at honors@augsburg.edu, (612-330-1560) or Phil Adamo, Honors Program
director, at adamo@augsburg.edu.
Honors Program Recognition
Students who complete the Honors Program requirements receive special transcript notation, special graduation
recognition, résumé-building positions, and special access to academic advising and career options.
Honors Admission 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 GPA 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 at www.augsburg.edu/honors.
Students applying for the Honors Program also automatically apply for the College’s highest academic scholarships: the
President’s, Honors Regents’, International President’s, and Hanwick/Agre Scholarships.
Qualifying Advanced Placement, International Baccalaureate, College in the Schools, and Postsecondary Option courses
may satisfy Honors Program requirements, and/or be granted College credit. Contact Academic Advising or the Honors
Program director for further information.
Students may enter the Honors Program at any point in their academic career, so long as they have the time left to
complete the 28 credits needed to satisfy the Honors requirements. This usually means by the start of their junior year.
All Honors students must complete the three required, 4-credit courses (HON 120, HON 130, and HON 490), and the
junior colloquium (HON 340).
Honors Program Requirements
All Honors student must complete the college’s General Education core requirements, including REL 100, REL 200,
ENL 111, and two Liberal Arts Foundation (LAF) courses in each of the four disciplinary areas (Humanities, Fine Arts,
Social and Behavioral Science, Natural Science and Mathematics). Unless exempt, Honors students must also fulfill
the foreign language and physical education requirements.
Some Honors courses, both required and elective, may also satisfy Gen Ed requirements. Students should use this
circumstance to their advantage where it helps them toward degree completion. For example, students may take
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HON 100, HON 200, or HON 111 to fulfill the Gen Ed requirements met by REL 100, REL 200, or ENL 111,
respectively.
At the same time, exemption from certain Gen Ed requirements does not mean exemption from Honors
requirements. For example, students may be exempt from the Humanities LAF, but this does not make them exempt
from taking HON 130-Liberating Letters, which all Honors students must take, usually in their first year.
All Honors students must complete 28 credits in Honors to meet the Honors requirements for graduation.
Students may transfer up to 8 credits from another institution toward their total of 28 Augsburg Honors credits.
Transfer credits may come from AP, IB, PSEO, or other courses, through pre-established reciprocity agreements,
participation in a chapter of the PTK community college honors society, or a portfolio of leadership activities. All
transfer credits are subject to the approval of the Honors director. (This effectively means that some students may
only take 20 Honors credits at Augsburg.)
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.
The Pike Stewards House coordinates public relations, job placement, and fundraising opportunities for all Honors
students. Pike House also organizes events for alumni and fundraising.
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.
Student Leadership Opportunities
Students elected to leadership within their Honors House may serve as house presidents or serve in other program
leadership positions. The house presidents sit on the Honors Student Presidents Council and make critical decisions
about program courses and resources.
Student-Created Learning Experiences (SCLE)
Honors students may learn through established courses or through student-created 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, or simply be an elective course.
Student-created learning experiences may take almost any form. Some possible forms include:
Student-created courses (created in collaboration with faculty)
Full course (10-20 students)
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Reading Groups (29 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 Curriculum
These courses may best be taken in the order listed below, but can be taken out of order if scheduling conflicts require
it.
First year at Augsburg: Fall
Required course:
HON 120 - Scholar Citizen (includes theater lab, satisfies speaking skill and critical thinking skill requirements)
Electives that also satisfy Gen Ed requirements:
HON 100 - Religion, Vocation, and the Search for Meaning I
First year at Augsburg: Spring
Required course:
HON 130 - Liberating Letters (also satisfies humanities LAF and speaking skill)
Electives that also satisfy Gen Ed requirements:
HON 111 - Effective Writing for Liberating Letters (also satisfies effective writing requirement)
Subsequent years at Augsburg
Required course:
HON 340 - Junior Colloquium (taught over two semesters by the Honors Director; P/N grading)
Electives that also satisfy Gen Ed requirements:
HON 200 - Religion, Vocation, and the Search for Meaning II
HON 220 - Scholar Scientist (satisfies non-lab natural sciences and mathematics LAF and quantitative reasoning skill
requirements)
HON 230 - Arts and the City (satisfies fine arts LAF)
HON 240 - Science, Technology, and Citizenship (satisfies natural sciences and mathematics lab LAF)
HON 250 - Social Scientist (satisfies social and behavioral sciences LAF)
Other Electives:
HON 380 - Student Created Learning Experience (1, 2, or 4 credits)
HON 499 - Independent Study (1, 2, or 4 credits.
These may be fulfilled by one summer of URGO research, independent study within a department, an internship within a
department, or completing a departmental honors project.) All HON 499 courses are subject to the approval of the
Honors director.
Certain courses cross-listed in other departments
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Final year at Augsburg: Fall or Spring
Required course:
HON 490 - Honors Senior Seminar
Electives:
As needed
For a complete list of courses and descriptions, see the Course Description Search.
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Interdisciplinary Studies
Interdisciplinary 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
Gender, Sexuality, and Women’s Studies (ACTC)
International Relations
Urban Studies
Information about these majors and their requirements can be found in their respective departmental pages. Other
interdisciplinary course offerings are listed under International Programs.
Culture and Social Justice Minor
The Culture and Social Justice minor is an interdisciplinary program committed to engaging students with the histories,
struggles, knowledge, and agency of marginalized groups throughout our global society. Drawing on the diversity of
current and past voices from the Augsburg neighborhood, the minor connects local and national efforts to larger global
struggles for justice. The program explores the interplay of experiences that form and reform the current landscapes of
globalization, including Indigenous origins, diaspora, immigration, the impact of colonialism, postcolonialism, and
neocolonialism, cross-cultural and multicultural integration, and cultural thrivance. The interdisciplinary character of this
minor helps students develop professional skills for working across cultures and disciplinary audiences, enhances writing
and speaking skills for multicultural audiences, and provides preparation for the increasingly diverse and globalized
marketplace.
Coordinators
Andrew Aoki and Elise Marubbio
Minor Requirements
A total of six courses – one introductory course, four cluster courses, and one capstone course – are required. No more
than two classes from the same department can count toward the minor. At least 2 courses must be upper division. No
class can fulfill a requirement in more than one area. Courses noted with an asterisk have prerequisites.
One introductory course:
AIS 105 - Introduction to American Indian Studies
ANT 141 - Introduction to Cultural Anthropology
CCS 100 - Introduction to Cultural Studies
Four courses are required from the four clusters:
Theory cluster: Courses from this cluster will help students develop the ability to use a variety of theoretical approaches
to understanding globalization and marginalization. One course is required.
AIS 208 - Native American Women and Film
AIS 364 - Indigenous Filmmakers
COM 329 - Intercultural Communication
INS 233 - Women: A Cross-Cultural Perspective
POL 140 - Social Justice in America
PSY 261 - Personality and Cultural Context
SOC 240 - Protest and Social Change: Sociology of Social Movements
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SOC 265 - Race, Class, and Gender
SOC 290 - Cultures of Violence
THR 245 - Introduction to Asian and Asian American Theater
WST 305* - Introduction to Queer Studies
WST 315 - Margins as Center: Feminist Theory
WST 324* - Liberationist, Feminist, Queer, and Postcolonial Theologies in Latin America
Local community cluster: Students will be able to describe the histories, politics, and cultures of the communities in
which Augsburg resides, and be able to explain how those communities have been shaped by and responded to
marginalization. One course is required.
AIS 105 - Introduction to American Indian Studies
AIS 205 - Contemporary American Indians
AIS 332 - Native American Storytelling
ENL 355* - Themes in American Indian Literature
POL 140 - Social Justice in America
National cluster: Courses in this cluster will help students be able to explain the ways that the United States has been
constructed from a variety of cultures, and the economic, political, and social consequences of that. One course is
required.
AIS 105 - Introduction to American Indian Studies
AIS 205 - Contemporary American Indians
AIS 264 - American Indian in the Cinema
AIS 320 - American Indian Women
AIS 332 - Native American Storytelling
ART 290/390 - Native American Art
ENL 250* - American Voices
ENL 251* - Introduction to African American Literature
ENL 255* - American Indian Literature
ENL 350* - Readings in African American Literature
ENL 365* - Contemporary Post-Colonial Fiction
HIS 236 - American Indian History
HIS 241, 242, 243 - African American History
POL 282 - Asian American Politics
THR 270 - Introduction to Black Theater
Global cluster: Courses in this cluster will help students be able to describe issues and question that cross national
boundaries, and the ways that people around the world are adapting to changing environments. One course is required.
AIS 305/490† - Indigenous Issues of the Americas [Travel seminar]*
ART 100† - special topic on pottery & spirituality; taught in Guatemala*
ART 231 - Pre-Columbian, Colonial, and Contemporary Mexican Art
HIS 150/350 - Latin American History
HIS 155/355 - Cultural Conflict and Change in Latin America
HIS 162/462 - Contemporary South Asia
HIS 327† - Racism and Resistance in Southern Africa and the United States*
HIS 357†* - Mexican History, Culture, and Cosmovision
POL 158 - Introduction to Political Science
POL 359* - Topics: Gender and Globalization
POL 459* - Topics in Comparative Politics
SPA 332* - Latin American Civilizations and Culture
WST 250 - Global Perspectives on Gender and Sexuality
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WST 335†* - Contemporary Latin American Women
WST 341†* - Globalization, Social Struggles, and the Environment
CGE programs in Mexico, Namibia, and Guatemala can count toward 1 class requirement.
Note: Courses marked with a dagger (†) are not offered in the United States. Some are offered through the Center for
Global Education at one of their international locations, while others may be done through a study abroad seminar.
Courses marked with an asterisk have one or more prerequisites.
One capstone course:
In this capstone to the minor, students will review the connections between local, national, and global dynamics, and be
able to describe the ways that people around the world adapt to the forces of globalization, and the role that those
forces play in creating or reinforcing pressures of marginalization.
INS 495: Topics
For a complete list of courses and descriptions, see the Course Description Search.
Leadership Studies Minor
The Leadership Studies minor is designed for students who are, and have been, engaged in leadership experiences
and to tie their experiences with the academic study of leadership. Formal application and admission to the
leadership minor is required. To be admitted, students must provide a resume of past and present leadership
engagement as well as a commitment to continuing that engagement. The application can be found at
http://www.augsburg.edu/mal/academics/leadership-studies-minor/
Successful completion of the undergraduate minor in leadership will allow the student advanced standing in the
MA in Leadership program at Augsburg. They would not be required to take ML 505 Foundations and would only
have to take 10 courses to complete the MA instead of 11.
Five courses are required for the minor: LST 205, LST 485 and three electives as specified below. Note: some of
these courses may have a prerequisite.
LST 205 - Introduction to Leadership Studies
LST 485 - Leadership Seminar: Integrating Leadership Theory and Practice
At least three electives chosen from the two core areas of leadership focus – communication and cultural
competence in organizations. At least one course from each area. Courses must be selected from at least two
different departments. Students must have a 2.0 grade or above in all of the courses in the minor to qualify for
graduation with the minor. Note: some of these courses may have prerequisites.
Communication
Leaders must have skills in imparting or exchanging of information. Choose at least one of the courses below, or a
director approved elective:
COM 345 - Organizational Communication
COM 321 - Business and Professional Speaking
COM 355 - Small Group Communication
COM 480 - Public Relations/Promotional Communication
ENL 385 - Language and Power
ENL 220 - Intermediate Expository Writing
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Director approved elective
Cultural Competence in Organizations
All leadership takes place within the context of an organization. Leaders should be able to understand, appreciate,
and interact with persons from cultures and/or belief systems other than their own within those organizations.
Choose at least one of the courses below, or a director approved elective:
COM 329 - Intercultural Communication
INS 359 - Political Sociology of Building Power, Change, and Equity
SOC 265 - Race, Class and Gender
SWK 280 - Diversity and Inequality in Professional Practice
SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations
Approved CGEE Study Abroad Course
Director approved elective
Peace and Global Studies Minor
See International Relations’ departmental page.
For a complete list of courses and descriptions, see the Course Description Search.
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International Relations
International Relations is an interdisciplinary major which provides students with the basis for informed global
citizenship, preparing them for graduate study or careers in foreign service, nonprofit organizations, or international
business. 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 offerings at Augsburg and other colleges. Students are encouraged to
consider foreign study opportunities; most of our majors do study abroad at some point during their time at Augsburg.
Competency in one foreign language is required, and some students study two languages. All majors complete a
significant senior research project and thesis on a topic of their own choosing, such as immigration, conflict resolution,
economic development, or climate change.
The goal of the program is to give students a broad exposure to international studies with considerable freedom to
choose options for specialization. Students often combine this major with a second major in History, Political Science,
International Business, or a foreign language. Numerous combinations of majors and minors are possible with the
international relations major.
Director
Joseph Underhill
Degree and Major Requirements
International Relations Major
Required core courses:
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 – Introduction to Political Science
or POL 160 - World Politics
POL 490 - International Relations Keystone
or KEY 480 - Topics in Global Interdependence
Four terms (or equivalent) of college work in a modern language other than English
One of the following lower division electives:
ANT 141 - Introduction to Cultural Anthropology
INS 225 - Introduction to Islam
POL 241 - Environmental and River Politics
SWK 230 - Global Peace and Social Development
WST 250 - Global Perspectives on Gender and Sexuality
or one additional upper division course from the list of required electives listed below.
Two of the following:
HIS 332 - History of United States Foreign Relations
POL 368 - Model United Nations
POL 459 - Topics: Comparative Politics
POL 461 - Topics: International Politics
Five of the following (not more than three from any one discipline may be counted toward the major):
BUS 362 - International Business
BUS 465 - International Management
COM 329 - Intercultural Communication
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ECO 360 - International Economics
ECO 365 - Environmental Economics
ECO 370 - International Economic Development
ENV 310 - Environmental Politics Field Seminar
FIN 460 - International Finance
FRE 332 - French Civilization Today
GER 332 - German Civilization and Culture II
HIS 323 - Modern China
HIS 346 - Namibia and South Africa: A Historical Perspective
HIS 352 - The Holocaust in German History
HIS 354 - Modern Britain and Ireland
HIS 440 - Topics in World History
HIS 474 - World and the West
MKT 466 - International Marketing
POL 350 - Topics: European Politics
POL 459 - Topics: Comparative Politics
POL 483 - Political Statistics and Methodology
REL 356 - World Religions
SPA 331 - Spanish Civilization and Culture
SPA 332 - Latin American Civilization and Culture
Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the
approval of the program director, as well as a fourth term or higher of college work in a second foreign language.
Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot
be credited toward the 13 required courses. Students should confer with the program director about regional and
disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the
major disciplines in the program.
Graduation Skills
The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and are met
by completing the major. The graduation skill in Speaking (S) is met by completing ECO 365
The graduation skill in Quantitative Reasoning (QR) may be met by completing the IR elective POL 483 or MAT 163 or
MAT 164.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
International Relations Major with International Business Concentration
Required core courses of the International Relations major, three of the following courses:
BUS 362 - International Business
BUS 465 - International Management
FIN 460 - International Finance
MKT 466 - International Marketing
One of the following:
ECO 360 - International Economics
ECO 365 - Environmental Economics
ECO 370 - International Economic Development
One elective from the list of International Relations major electives, excluding other Business, Economics, and Marketing
courses.
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Note: Several of the Business courses have prerequisites. Please consult the catalog and your academic advisor before
registering for one of the advanced courses.
Departmental Honors
GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must enroll in
an independent study (POL 499) course and complete an honors thesis no later than April 1 of the senior year and must
defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by
the end of their junior year.
International Relations Minor
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 - Introduction to Political Science
or POL 160 - World Politics
HIS 332 - History of United States Foreign Relations
or POL 461 - Topics: International Politics
One year of modern language
Three courses from the list of required electives for the major
Not more than two courses from any department can count toward the minor.
Peace and Global Studies Minor
The Peace and Global Studies minor focuses on the centrality of justice, tolerance, and intercultural understanding in
moving toward a less violent world; it takes advantage of the campus resources of the Peace Prize Forum (co-hosted
each year by Augsburg College), the Center for Global Education, and the international diversity of our surrounding
neighborhoods. The minor is structured as a learning community that involves students, faculty, staff, and community
members; it focuses on experiential learning that emphasizes the interconnections between peace, justice, and
environmental sustainability. Students in the program draw on study abroad in taking local actions to address global
issues.
The minor consists of two required courses, two upper division electives, a senior keystone seminar, a study abroad
requirement, and participation in local peace-related activities. See International Relations program director for full
program description.
POL 160 - World Politics
SWK 230 - Global Peace and Social Development
Two upper division electives from:
ECO 365 - Environmental Economics
ECO 495 - Topics
ENL 365 - Contemporary Post-Colonial Fiction
HIS 332 - History of United States Foreign Relations
HIS 346 - Namibia and South Africa: A Historical Perspective
HIS 350 - Latin American History
INS 312 - The Politics of Development in Southern Africa
POL/WST 341 - Globalization, Social Struggles and the Environment
POL 353 - Political and Social Change in Namibia
REL 313 - Environmental Theology and Ethics
REL 346 - The Church and Social Change in Southern Africa
REL 366 - Latin American Liberation Theologies
SOC 240 - Protest and Social Change: The Sociology of Social Movements
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Other topics or study abroad courses with approval of program director
For a complete list of courses and descriptions, see the Course Description Search.
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Languages and Cross-Cultural Studies
The Department of Languages and Cross-Cultural Studies at Augsburg 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, and Spanish, as
well as an interdisciplinary major in Cross-Cultural Studies. Introductory courses in Latin, Norwegian, Ojibwe, Farsi, and
American Sign Language are offered at Augsburg, and courses in Ancient Greek, Arabic, Chinese, Japanese, and
Portuguese are available to Augsburg students through Augsburg’s four partner-institutions in the Associated Colleges of
the Twin Cities (ACTC) consortium.
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in
second-language education and translation, but also represents a valuable special qualification in many other
professions. Students anticipating careers in international business, law, social work, the diplomatic corps, the health
professions, or the ministry may wish to take a second major or minor in languages. In addition, a minor in languages is a
valuable research tool for those intending to pursue graduate study in most academic disciplines.
Languages and Cross-Cultural Studies Faculty
Michael Kidd (Chair), Sarah Degner-Riveros, Randy Gresczyk, Diane McDonagh, Pary Pezechkian-Weinberg, Kate
Reinhardt, Joseph Towle, John Van Cleve
Degree and Major Requirements
Language Major
CCS 100 - Introduction to Cultural Studies
9 courses above 211 including:
One course in literature
KEY 480 - Topics in Global Interdependence
A semester of study abroad (15 weeks) is required
Students are expected to take as many courses in the target language as possible. Other than CCS 100 and KEY 480, any
course taught in English must be approved by the advisor for credit toward the major.
Cross-Cultural Studies Major
The Cross-Cultural Studies major consists of three core courses, a language requirement, a study-abroad requirement,
and three electives, as specified below.
Core courses:
CCS 100 - Introduction to Cultural Studies
CCS 399 - Internship
KEY 480 - Topics in Global Interdependence
Language requirement:
Minor in French, German, or Spanish or completion of the 212 level in two different languages. Placement waivers of the
core skill in languages do not fulfill any part of the language requirement for the Cross-Cultural Studies major. Heritage
speakers must earn credit by examination for 212, if following the two-language path, or complete the coursework for a
minor in available languages (consult Academic Advising for testing in less commonly taught languages).
Study-abroad requirement (consult Augsburg Abroad for offerings):
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One semester (15 weeks) on an approved study abroad program or two short-term international study experiences
approved by the department
Electives:
Three upper-division courses in related areas. Courses must be chosen in consultation with the student’s academic
advisor and must include comparative study of a non-English speaking culture. Seminars, independent study, topics
courses, and courses at other colleges and universities can be considered here. No more than two courses may be
counted from a single department.
Graduation Skills
For all majors, the Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by
completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing CCS 100 and KEY 480.
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: GST 200, HIS 369, MAT 145,
MAT 146, MAT 163, MAT 164, NUR 410, PHI 230, PHY 119, POL 483, or the QR from a second major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Language Minor
Four courses above 211
Students are expected to take all courses in the target language. Any course taught in English must be approved by the
advisor for credit toward the minor.
Departmental Honors
Majors seeking graduation with departmental honors must apply to the chair of the department in their junior year.
Requirements include a 3.50 GPA both in the major and overall, and an honors thesis written in the target language.
Prerequisite
Any prerequisite must be completed with a minimum grade of 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.
Study Abroad
A semester of study abroad (15 weeks) is required for Language majors, and some study abroad is strongly
recommended for minors. See advisor for guidelines on portfolio documentation of coursework taken abroad. Majors in
Cross-Cultural Studies must complete a semester abroad (15 weeks) or two short-term international study experiences
approved by the department.
Internships
An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199) that links language
skills with community service and career exploration may be arranged pending faculty availability.
For a complete list of courses and descriptions, see the Course Description Search.
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Mathematics
Mathematics 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 nonprofit 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 (through the BA degree) or
choose a more focused program of courses (through the BS degree). BS focus areas include theoretical mathematics,
statistics, teaching mathematics, and the application of mathematics to science and engineering, actuarial science,
computing, business, or economics. Augsburg’s urban location allows students to gain experience working with
mathematics through internships, service learning, and the colloquium course. Augsburg students can also choose to
complete a major in Actuarial Science at University of St. Thomas, offered through ACTC.
Mathematics Faculty
John Zobitz (Chair), Pavel Bělík, Suzanne Dorée, Richard Flint, Matthew Haines, Miles Ott, Jody Sorensen
Degree and Major Requirements
Mathematics Major, BA
Nine courses including:
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 271 - Discrete Mathematical Structures
MAT 491 - Mathematics Colloquium (to be taken during junior and senior years)
A “theoretical structures” course from:
MAT 304 - Graph Theory
MAT 314 - Abstract Algebra
MAT 324 - Analysis
Other courses approved by the department.
Three additional electives chosen from MAT courses numbered above 250, at least two of which are numbered above
300. Note that PHY 327 counts as a 300 level MAT course.
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.
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Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), 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 together with the major, COM 111, COM 115, student teaching, another speaking skill course
approved by the department, or completion of another major that includes the speaking skill. Students transferring in
mathematics course(s) must consult their faculty advisor about potential additional skills courses needed.
Mathematics Major, BS
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 491 - Mathematics Colloquium (to be taken during junior and senior years)
Four electives chosen from MAT courses numbered above 250, at least three of which are numbered above 300. Note
that PHY 327 counts as a 300 level MAT course.
Three additional electives chosen from MAT courses numbered above 250, or the following list of supporting courses (or
substitutes with departmental approval); BIO 355, BIO 473, BIO 481, MIS 379, CHM 353, CHM 362, CHM 368, CSC 160
(recommended), CSC 170, CSC 210, CSC 320, CSC 385, CSC 457, ECO 112 or ECO 113 (cannot count both), ECO 318, ECO
416, ECO 490, ESE 330, FIN 331, MAT 163, MAT 164, MAT 173, MKT 352, PHY 121, PHY 122, PSY 215, PSY 315, SOC 362,
SOC 363. (Not more than one of MAT 163, MAT 164, MAT 173, MKT 352, PHY 121, PHY 122, PSY 215, PSY 315, SOC 362,,
MIS 379, PSY 215, SOC 362 may count).
These seven electives must include a(n):
“Theoretical Structures” course: MAT 304, MAT 314, MAT 324, or other courses approved by the department.
“Applied Project” course: MAT 355, MAT 369, MAT 374, MAT 377, or other courses approved by the department.
“Statistical Perspectives’’ course: MAT 373, MAT 163, MAT 164, MAT 173, MKT 352, PHY 121, PHY 122, PSY 215, PSY
315, SOC 362, MAT 394, MIS 379, PSY 215, SOC 362, or other courses approved by the department.
At least five of the seven electives must be chosen from a focus area approved by the department.
Sample focus areas:
Biological Sciences: one of MAT 163, MAT 164, MAT 173, MKT 352, PHY 121, PHY 122, PSY 215, PSY 315, SOC 362,,
PSY 215; two of BIO 355, BIO 473, BIO 481; two of MAT 363, MAT 369, MAT 373
Business, Economics, or Actuarial Science: ECO 112 or ECO 113; two of CSC 160, MIS 379, ECO 318, ECO 416, ECO
490, FIN 331, MAT 163, MAT 164, MAT 173, MKT 352, MAT 373; MAT 374 or MAT 377. (Only one of MIS 379, MAT
163 and MAT 164 may count).
Computational Mathematics: CSC 170; CSC 210; one of CSC 320, CSC 385, CSC 457; two of MAT 304, MAT 355, MAT
363, MAT 377.
Physical Sciences: two of PHY 121, PHY 122, CHM 353, CHM 362, CHM 368; two of MAT 324, PHY 327, MAT 355,
MAT 369; a fifth course from this list.
Statistics: One of MAT 163, MAT 164, MIS 379, PSY 215, SOC 362; MAT 324; MAT 373; MAT 374 or MAT 394; one of
ECO 490, MKT 352, PSY 315, SOC 363, or another applied statistics course approved by the department.
Teaching Mathematics: ESE 330; MAT 252; MAT 287; MAT 314; MAT 324
Theoretical Mathematics: MAT 314; MAT 324; at least three of MAT 252, MAT 287, MAT 304, MAT 363, MAT 373, or
regularly offered courses at other ACTC colleges in Complex Variables, Topology, Measure Theory/Real Analysis II,
Abstract Algebra II, Combinatorics.
In addition, an experiential component in the focus area is required, such as an internship, volunteer or paid work
experience, undergraduate research project, student teaching in mathematics, or other experiences approved by the
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department. Such experiences may also fulfill the Augsburg Experience requirement if approved. For an undergraduate
research project, the work may build upon a course-based project, but significant work beyond the course is expected.
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.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), 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 together with the major, COM 111, COM 115, student teaching, another speaking skill course
approved by the department, or completion of another major that includes the speaking skill. Students transferring in
mathematics course(s) must consult their MAT advisor about potential additional skills courses needed.
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 BS major, but the electives must include:
ESE 330 5-12 - Methods: Mathematics
MAT 252 - Exploring Geometry
MAT 287 - History of Mathematics
MAT 314 - Abstract Algebra
MAT 324 - Analysis
an “Applied Project” course
One of the following:
MAT 163 - Introductory Statistics
MAT 164 – Introductory Statistics for STEM
MAT 373 - Probability Theory
At the time of publication, the mathematics requirements for a concentration in mathematics to teach in grades 5-8
under elementary education licensure are:
MAT 114 - Precalculus (or MPG 4)
MAT 145 - Calculus I
One of the following:
MAT 163 - Introductory Statistics
MAT 164 – Introductory Statistics for STEM
or MAT 373 - Probability Theory
MAT 252 - Exploring Geometry
MAT 271 - Discrete Mathematical Structures
MAT 287 - History of Mathematics
ESE 331 - Middle School Methods: Mathematics
Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a
Mathematics faculty advisor before enrolling in the 200 level MAT courses.
Departmental Honors in Mathematics
To be considered for departmental honors, a student must be involved with Mathematics beyond the classroom, have a
GPA of at least 3.50 in MAT courses numbered above 200, have an overall GPA of at least 3.0, complete a project with
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significant mathematical content (usually beginning before senior year), and obtain the approval of the Mathematics
Department. The project may build upon a course-based project, but significant work beyond the course is expected.
The project results must be presented in a public forum. A proposal to complete departmental honors in mathematics
should be submitted to the Mathematics Department chair at least one year prior to graduation. Specific requirements
are available from the department.
Pi Mu Epsilon
Membership in the Augsburg chapter of this national mathematics honor society is by invitation. To be considered,
students must have a declared Mathematics major, junior or senior status, and a GPA of 3.00 in their major and overall.
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. Note that PHY 327 counts as a
300 level MAT course.
Alternatively students may complete a minor by taking the six courses:
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 163 - Introductory Statistics
or MAT 164 - Introductory Statistics for STEM
MAT 252 - Exploring Geometry
MAT 271 - Discrete Mathematical Structures
MAT 287 - History of Mathematics
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.
Statistics Minor
Six courses or five courses and a research experience or internship, as detailed below:
MAT 213 - Data Visualization and Statistical Computing
MAT 273 - Statistical Modeling
An introduction to statistics - one of:
MAT 163 - Introduction to Statistics
MAT 164 - Introduction to Statistics for STEM
MIS 379 - Quantitative Methods for Business and Economics
PSY 215 - Research Methods and Statistics I
SOC 362 - Statistical Analysis
A project-based statistics course - one of:
BIO 481 - Ecology
ECO 490 - Research Methods in Econometrics
MAT 374 - Statistical Theory and Applications
MKT 352 - Marketing Research and Analysis
POL 483 - Political Statistics and Methodology
PSY 315 - Research Methods and Statistics II
SOC 363 - Research Methods
Two electives chosen from the following:
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MAT 373 - Probability Theory
MAT 394 - Topics in Statistics
No more than one of the following:
CSC 170 - Introduction to Programming
CSC 352 - Database Management and Design
CSC 310 - Introduction to Data Science
MIS 270 - Data Management
MIS 479 - Business Analytics
POL 483 - Political Statistics & Methodology
A second project-based course:
BIO 481 - Ecology
ECO 490 - Research Methods in Econometrics
MAT 374 - Statistical Theory and Applications
MKT 252 - Marketing Research & Analysis
POL 483 - Political Statistics and Methodology
PSY 315 - Research Methods and Statistics II
SOC 363 - Research Methods
No more than one of the following, with prior approval from the Mathematics Department:
PSY 491 - Advanced Research Methods
Advanced statistics electives taught in the ACTC or in transfer
An undergraduate research experience or internship using statistics
Either the project-based course or one of the electives must be taught by a content department other than
Mathematics.
Students interested in graduate work in statistics are encouraged to select MAT 373 Probability Theory as one elective
and MAT 374 Statistical Theory and Applications as the project-based course, and also to complete MAT 145 Calculus 1,
MAT 146 Calculus 2, MAT 245 Calculus 3, and MAT 246 Linear Algebra -- which completes a mathematics minor.
Math Placement Group (MPG)
Before enrolling in any Mathematics course and many other courses that have Math Placement prerequisites, students
must have the required Math Placement. All students are required to have their Math Placement Group (MPG)
determined. MPG measures student’s current skill in and understanding of Basic Math (MPG 2), Algebra (MPG 3),
Precalculus (MPG 4), and Calculus I (MPG 5).
Students who have taken the ACT test within the last five years are assigned an initial MPG based on their mathematics
subscore, illustrated below. Students who have recently completed a mathematics course at another college or
university are assigned an initial MPG by the Registrar’s Office as part of Transfer Credit Evaluation, if the course covers
Basic Math, Algebra, Precalculus, or Calculus. Students who receive a grade of 4 or 5 on the Advanced Placement Exam
in Calculus (AB or BC) are assigned MPG 5. Students are allowed to take the Math Placement Exam to determine if they
should be placed into a higher MPG than their initial placement. In particular, students whose initial placement is MPG
1 or MPG 2 are expected to take the Math Placement Exam.
All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The
exam is given during Summer Orientation and Registration (SOAR) sessions for first-year students, and before new
student registration appointments for transfer and AU students. Other times can be scheduled on an individual basis.
Students are also permitted to retake the Math Placement Exam once during their first semester of enrollment at
Augsburg College.
Practice questions and other information are available from Academic Advising. Students in MPG 1 take MAT 103 to
advance to MPG 2. Students in MPG 2 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.
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ACT Math Subscore
Initial Math Placement
Required Math Placement Exam
18 and below
MPG 1
Basic Math; Algebra
19-21
MPG 2
Algebra
22-23
MPG 2
Algebra
24-25
MPG 3
No exam needed
22-25 and successful high school precalculus,
trigonometry, or calculus
MPG 3
Precalculus (if seek MPG 4)
26+ and successful high school precalculus,
trigonometry, or calculus
MPG 4
No exam needed
Prerequisites
A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a Mathematics course.
For a complete list of courses and descriptions, see the Course Description Search.
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Medieval Studies
The objective of Medieval Studies is to introduce students to the culture of the Middle Ages—its diverse history and
beliefs, its arts and literature—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
Michael Kidd (Languages and Cross-Cultural Studies, Program Director), Phillip C. Adamo (History), Kristin M. Anderson
(Art), Mark L. Fuehrer (Philosophy), Douglas E. Green (English), Beliza Torres (Theater), Merilee Klemp (Music), Philip A.
Quanbeck II (Religion), Martha E. Stortz (Religion), Mark D. Tranvik (Religion), Hans Wiersma (Religion), Maheen Zaman
(History)
Degree and Major Requirements
Major
Eleven courses, including:
Six core requirements:
HUM 120 - Medieval Life in 12th-Century Europe
LAT 101 - Beginning Latin I
LAT 102 - Beginning Latin II
HIS 369 - The Early and High Middle Ages
HIS 370 - The Late Middle Ages to 1648
HUM 490 - Keystone: Medieval Studies Project
One of the following literature courses:
ENL 330 - Shakespeare
ENL 332 - British Literature: Renaissance and Reformation
ENL 360 - The Classical Tradition
ENL 361 - The Medieval World
SPA 352 - Survey of Spanish Literature I
One of the following religion or philosophy courses:
HIS 378 - Medieval Church
PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
REL 362 - Martin Luther and the Reformation
One 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 - Theater History and Criticism I
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Two electives from the following courses:
HIS 374 - Medieval Crusades
HIS 440 - Topics in World History: Monks and Heretics
POL 380 - Western Political Thought
SPA 331 - Spanish Civilization and Culture
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. HIS 369 meets 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.
Language Requirement
Students must take one year of college-level Latin as part of the major.
In addition, students must take one year of a college-level, modern language in which medieval scholarship is published
(e.g. Spanish, French, German, Norwegian, Arabic; NOT American Sign Language). This second language will fulfill the
Modern Language Core Skills requirement.
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.
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).
For a complete list of courses and descriptions, see the Course Description Search.
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Music
The Music Department at Augsburg College offers professional music training in the context of a liberal arts curriculum
through three degrees and five music majors. It also offers a variety of music courses and ensemble experiences that are
available to non-music majors, and 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).
Faculty
Full-time
Jill Dawe, Douglas Diamond, Susan Druck, Dain Estes, Annie Heiderscheit, Peter Hendrickson, Roberta Kagin, Merilee
Klemp, Sonja Thompson
Part-time Faculty
Trudi Anderson, Matt Barber, Jon Strommen Campbell, Deborah Carbaugh, Carol Barnett, Lynn Erickson, Jennifer Gerth,
Nancy Grundahl, Mary Horozaniecki, Joan Hutton, Jim Jacobson, Linh Kauffman, Mark Kausch, Kathy Kienzle, Ben
Krywosz, Katie Lindenfelser, Steve Lund, David Mantini, Kameron Markworth, Lindsay Markworth, K. Christian McGuire,
Laurie Merz, Vladan Milenkovic, Emma Moonier, Barbara Nordstrom-Loeb, Rick Penning, O. Nicholas Raths, Shannon
Sadler, Mark Sedio, Andrea Stern, Matthew Wilson
Fine Arts Coordinator
Cathy Knutson
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
Offers students with an undergraduate degree the preparation necessary to meet the AMTA requirements for becoming
a Board Certified Music Therapist.
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Music Minors
Music
Music Business
Degree and Major Requirements
Students intending to pursue a Music major in any of the three Music degree programs must declare their major,
perform a sophomore/transfer Music major jury qualifying jury, and complete the Music Department degree application
by the end of their fourth semester of study. More detail is included in the Music Department Student Handbook posted
on the Music Students site on Moodle.
Because of the heavy curricular demands inherent in any single Music Department degree program, students are
strongly encouraged to avoid declaring double majors entirely within the department, i.e. attempting two music degree
programs simultaneously. In those rare cases where such a scenario seems both warranted and feasible, students are
required to petition the department for acceptance of their proposed degree plan prior to formally declaring their
double majors.
Music Core
MUS 101 - Materials of Music I
MUS 111 - Aural Skills I
MUS 102 - Materials of Music II
MUS 112 - Aural Skills II
MUS 201 - Materials of Music III
MUS 211 - Aural Skills III
MUS 202 - Form and Analysis
MUS 231 - History and Literature of Music I
MUS 232 - History and Literature of Music II
MUS 331 - Music of the Baroque Era
or MUS 332 - Music of the Classical Era
or MUS 333 - Music of the Romantic Era
or MUS 334 - Music of the 20th Century
MUS 393 - Advanced Analysis
MUS 458 or 459 - Senior Recital
One to four semester(s) Performance Study on the major instrument in accordance with degree requirement
Four to eight semesters Large Ensemble/Chamber Music in accordance with degree requirement
Large Ensemble Options:
MUE 111 - Augsburg Choir
MUE 112 - Riverside Singers
MUE 114 - Masterworks Chorale
MUE 115 - Cedar Singers
MUE 121 - Augsburg Symphony Orchestra
MUE 141 - Augsburg Concert Band
Chamber Music Options:
MUE 113 - Vocal Chamber Music
MUE 122 - String Chamber Music
MUE 125 - Guitar Chamber Music
MUE 131 - Woodwind Chamber Music
MUE 142 - Brass Chamber Music
MUE 144 - Percussion Chamber Music
MUE 145 - Piano Chamber Music
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Additional Requirements (refer to the Music Department Student Handbook for detail)
Pass a piano proficiency test or MUS 238 - Class Piano 4
Pass a sophomore/transfer music major qualifying jury
Complete the Music Department degree application
Pass 3 music repertoire tests
Graduation Skills
Bachelor of Arts in Music, Bachelor of Music Education, Bachelor of Music Performance:
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the
following courses:
S: MUS 341
QR fulfilled with QFA: PHY 119, GST 200, MAT 145, MAT 146, MAT 163, or MAT 164.
Bachelor of Science in Music Therapy
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the
following courses:
S: MUS 363
QR fulfilled with QF: PSY 215 or SOC 362 (choose one) and QA: MUS 372
Bachelor of Arts in Music with Music Business Concentration
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the
following courses:
QR fulfilled with QFA: One of GST 200, MAT 145, MAT 146, MAT163, or PHY119
Transfer Students
Transfer Students and Graduation Skills: Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these skills.
Music Major, BA
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 advisor: Douglas Diamond
Music Core, Additional Requirements and the following:
MUS 341 - Basic Conducting(S)
MUS 458 - Senior Recital
Eight credits of MUS electives
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in major instrument/voice)
MUP 3xx - Performance Studies (four semesters of 2 credit lessons in the major instrument/voice)
Large Ensemble - eight semesters on the major instrument or voice from:
Chamber Music - two semesters of chamber music/small ensemble courses on the major instrument/voice
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Music Major with Music Business Concentration, BA
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 with business emphasis).
Augsburg College full-time students may elect to take one course each semester at McNally Smith College of Music
providing that they meet all McNally Smith College of Music requirements. A list of approved electives from MSCM for
the music business major is available in the Augsburg music office. McNally Smith courses cannot be used as a substitute
for any required Augsburg course specifically listed within a degree program. This program is open to sophomores
through seniors. There is no additional fee for this program.
Faculty advisor: Dain Estes
Music Core, Additional Requirements and the following:
ACC 221 - Introduction to Financial Accounting
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
BUS 242 - Principles of Management
or BUS 254 - Entrepreneurship
or BUS 200 - Exploring Business as a Vocation
MUS 162 - Entrepreneurship for Creative Businesses
MUS 205 - Legal Issues in Music, Entertainment, and the Arts
MUS 335 - Music Business
MUS 336 - Arts Management and Concert Promotion
MUS 408 - Current and Future Issues in the Music Industry
MUS 399 - Internship
or BUS 399 - Internship
MUS 458 - Senior Recital
MUP 1xx - Performance Studies - four semesters of 1 credit lessons in major instrument/voice
MUP 3xx - Performance Studies - four semesters of 2 credit lessons in the major instrument/voice
Large Ensemble - eight semesters on the major instrument or voice
Chamber Music - two semesters of chamber music/small ensemble courses on the major instrument/voice
Business Administration with Specialization in Music Business, BA
See Business Administration for requirements.
Music Education Major, Bachelor of Music
A fully accredited program (National Council for Accreditation of Teacher Education and Minnesota Board of Teaching),
the Music Education major offers students the preparation necessary to become music teachers in public schools. This
coursework and preparation includes certification to teach at the elementary through secondary levels, with either a
vocal/general or instrumental/general emphasis. In addition to applying to the Music Department, Bachelor of Music
Education major candidates must apply to the Minnesota Department of Education for acceptance to the Music
Education licensure program which 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.
Music Core, Additional Requirements and the following:
MUS 311 - Composition I
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MUS 341 - Basic Conducting
MUS 358 - Junior Recital
MUS 459 - Senior Recital
HPE 115 - Chemical Dependency Education
EDC 200 - Orientation to Education in an Urban Setting
EDC 210 - Diversity in the School or EDC 110 - Teaching in a Diverse World (Freshman only)
and EDC 211 - Minnesota American Indians
or EDC 206 - Diversity/Minnesota American Indians
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting
ESE 300 - Reading/Writing in the Content Area
ESE 325 - Creating Learning Environments
ESE 370 - K-12 Methods: Music
EDC 410 - Learners with Special Needs
EDC 490 - School and Society
EED 481, 483 - Student Teaching: Elementary K-6
ESE 485, 487 - Student Teaching: Secondary
MUS 355 - Music Methods: Strings
MUS 356 - Music Methods: Brass and Percussion
MUS 357 - Music Methods: Woodwinds
MUS 359 - Music Methods: Vocal
Choose one of the following areas of emphasis:
Vocal Emphasis:
MUS 251 - English Diction
MUS 252 - Italian Diction
MUS 253 - German Diction
MUS 254 - French Diction
MUS 342 - Choral Conducting
MUS/THR 235 - Skills of Music Theater
Instrumental Emphasis:
MUS 344 - Instrumental Conducting
Music elective or approved courses
Performance Studies and Ensembles:
Students should choose the following courses in accordance with their area of emphasis*.
MUP 1xx - Performance Studies (two semesters of 1 credit lessons in the major instrument/voice)
MUP 1xx - Performance Studies (two semesters of 2 credit lessons in the major instrument/voice)
MUP 3xx - Performance Studies (four semesters of 2 credit lessons in the major instrument/voice)
Large Ensemble - eight semesters on the major instrument or voice
Chamber Music - two semesters of chamber music/small ensemble courses on the major
*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.
Music Performance Major, Bachelor of Music
This major is a focused classical training program designed to develop the skills, artistic voice, and performing ability of
the individual musician. This degree best prepares students who are interested in graduate school, professional
performance opportunities, or private studio teaching. Acceptance to the program requires a half-hour formal audition
and interview (see the Music Department Student Handbook).
Faculty advisor: Jill Dawe
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Requirements:
Music Core, Additional Requirements and the following:
MUP 1xx - Performance Studies (two semesters of 1 credit lessons in the major instrument/voice)
MUP 1xx - Performance Studies (two semesters of 2 credit lessons in the major instrument/voice)
MUP 3xx - Performance Studies (four semesters of 2 credit lessons in the major instrument/voice)
MUS 358 - Junior Recital
MUS 459 - Senior Recital
Large Ensemble - eight semesters on the major instrument or voice*
Chamber Music - four semesters of chamber music/small ensemble courses on the major instrument/voice
*For guitarists, harpists and pianists: either eight semesters of large ensemble or four semesters of large ensemble and
four additional semesters of chamber music or other assignment in consultation with advisor.
Voice Majors:
MUS 251 - English Diction
MUS 252 - Italian Diction
MUS 253 - German Diction
MUS 254 - French Diction
MUS 435 - Voice Repertoire
MUS 359 - Music Methods: Vocal
*MUS Elective (2 credits)
*Voice students are strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUE 294 or 494 - Opera
Workshop.
Keyboard Majors:
MUS 436 - Piano Repertoire
MUS 456 - Piano Pedagogy
MUS Elective (2 credits)
Instrumentalists:
MUS 356 - Music Methods: Brass/Percussion
or MUS 357 - Music Methods: Woodwinds
or MUS 355 - Music Methods: Strings
MUS Elective (4 credits)
Additional requirements:
BM performance major candidates must pass an extended performance audition and interview that is scheduled after
completion of the sophomore/transfer music major qualifying jury.
Music Therapy Major, BS
Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination.
The BS in Music Therapy is a four-and-one-half-year degree program, which includes a six month full-time internship in a
clinical facility approved by the American Music Therapy Association (AMTA). This course of study is chosen by students
who wish to become professional music therapists. A minimum grade of 2.5 in all music therapy courses is required.
Faculty Advisor: Roberta Kagin
Requirements:
Music Core (except for MUS 331, 332, 333, or 334*), Additional Requirements and the following:
MUS 271 - Introduction to Music Therapy
MUS 340 - Music Therapy Techniques and Materials I
MUS 345 - Music Therapy Techniques and Materials II
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MUS 363 - Expressive and Creative Arts in Healing(S)
MUS 372 - Psychological Foundation of Music I
MUS 373 - Psychological Foundation of Music II
MUS 374 - Music Therapy Practicum
MUS 375 - Music Therapy Practicum
MUS 458 - Senior Recital
MUS 474 - Music Therapy Practicum
MUS 475 - Music Therapy Practicum
MUS 480 - Music Therapy Senior Seminar
MUS 481 - Music Therapy Clinical Internship
BIO 103 - Human Anatomy and Physiology
EDC 410 - The Learner with Special Needs
PSY 105 - Principles of Psychology
PSY 262 - Abnormal Psychology
SOC 362 - Statistical Analysis
or PSY 215 - Research Methods and Statistics I
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in major instrument/voice)
MUP 3xx - Performance Studies (four semesters of 2 credit lessons in the major instrument/voice)
Large Ensemble - eight semesters on the major instrument or voice*
Chamber Music - two semesters of chamber music/small ensemble courses on the major instrument/voice
Pass guitar proficiency test
* Students majoring in Music Therapy are exempted from the Music Core requirement to complete one of MUS 331,
MUS 332, MUS333, or MUS334.
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. Acceptance to the degree program requires the following:
Pass the sophomore/transfer music major jury and Music Department degree application
Pass guitar proficiency
Music Minor
Faculty Advisor: Merilee Klemp
Requirements:
MUS 101 - Materials of Music I
MUS 102 - Materials of Music II
MUS 111 - Aural Skills I
MUS 112 - Aural Skills II
MUS 341 - Basic Conducting
MUS 231 - History and Literature of Music I
or MUS 232 - History and Literature of Music II
One additional course (2 credits or above) in music history or conducting
Other music courses may be approved by departmental petition
MUP 1xx - Performance Studies (four semesters of 1 credit performance studies in the major instrument/voice)
Large Ensemble - four semesters in a large Augsburg ensemble
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Additional requirements:
Pass one music repertoire test
Submit a Music Department application for minor by spring semester, sophomore year
Music Business Minor
The Music Business minor is a course of study designed both for the Music major desiring additional preparation in
business and for the non-music major interested in pursuing a career in the music industry. With the Music Business
minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that
address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program
between the Music and Business departments.
Faculty Advisor: Dain Estes
Requirements:
ACC 221 - Introduction to Financial Accounting
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
MUS 162 - Entrepreneurship for Creative Businesses
MUS 205 - Legal Issues in Music, Entertainment, and the Arts
MUS 335 - Music Business
MUS 408 - Current and Future Issues in the Music Industry
MUS/BUS 399 - Internship (approved for the music business minor)
One of the following:
MUS 336 - Arts Management and Concert Promotion
BUS 301 - Business Law
BUS 254 - Entrepreneurship
Departmental Honors
Senior Music majors with a cumulative GPA of 3.5 or higher in Music courses may apply for Music departmental honors
by completing extended original work in their area of interest. Such work could include, but is not limited to, one of the
following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a
program, presenting a research paper, or some combination of any of the above.
Consideration for departmental honors requires a clearly written proposal that includes a project title, a transcript, and
a brief music résumé to be submitted to the music faculty by November 1 of the senior year with outlined plans to
complete the project by spring break of the senior year.
Piano Proficiency
All Augsburg Music majors are required to have basic piano skills that are either demonstrated by passing MUS 238 or by
meeting the standard required by the Piano Proficiency Test offered at the end of each semester. Students come to
Augsburg with a wide variety of prior training and experience in piano, and therefore can elect to develop their piano
skills and prepare for the proficiency test in several ways. Students with extensive training may be able to simply pass
the test; those with some training may register for private piano lessons; the majority of students are advised to take a
piano placement test that determines their appropriate placement within a sequence of four class piano courses (MUS
135/136/237/238) designed to teach the skills of the piano proficiency test. To maximize student learning, it is strongly
recommended that piano training is started during the first year, when piano study will complement and strengthen the
student’s experience in the music theory and aural skills curriculum. Consult the Music Student Handbook for piano
major and non-piano major requirements and test dates.
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Music Repertoire Tests
These four tests are intended to encourage students to become lifelong listeners by requiring students to familiarize
themselves with many of the masterpieces of the classical music repertory from the Middle Ages to today. Consult the
Music Student Handbook for the lists of pieces required by all four repertoire tests and the call numbers for the
repertoire test CDs at Lindell Library. Each academic year a specific repertoire test is offered twice: once at the end of
the fall semester, and again at the end of the spring semester. Music majors are required to pass three music repertoire
tests, transfer students must pass two, and Music minors must pass one.
For a complete list of courses and descriptions, see the Course Description Search.
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Natural Science Teaching Licensure
The Natural Science licensure program is designed to combine a strong content focus with early and ongoing teaching
preparation courses that meet Minnesota licensure requirements. Courses are designed to provide a broad background
in science and allow for specialization in an area. The following programs assume that the student will meet the
distribution/general education requirements of the College, the requirements for appropriate majors, required
education courses (see Secondary Education requirements), and, in the physical sciences, have at least one year of
calculus. Early consultation with the Education Department (in your sophomore year) is essential to complete
undergraduate major and licensure requirements on a timely basis.
Content Liaisons
Ann Impullitti, Sandra Olmsted (Chemistry), Ben Stottrup (Physics)
Degree and Major Requirements
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Education Department to identify current licensure requirements.
All upper division courses required for the Biology major must be completed before student teaching.
Licensure Requirements
General Science Endorsement (for grades 5-8):
Introductory Geology (taken off campus, offered through ACTC program)
SCI 106 - Introductory Meteorology
BIO 121 - Human Biology
BIO 102 - The Biological World
PHY 116 - Introduction to Physics
or PHY 121, 122 - General Physics I, II
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
Biology Major—BA in Life Sciences (for licensure in biology 9-12)
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. Upper division Biology requirements must be traditionally
graded. A GPA of 2.50 in upper division Biology courses is required for all Natural Science majors.
BIO 151 - Introductory Biology
BIO 152 - Evolution, Ecology, and Diversity
BIO 253 - Introductory Cellular Biology
BIO 255 - Genetics
BIO 361 - Plant Biology
or BIO 481 - Ecology
MAT 114 - Precalculus
or MAT 145 - Calculus I
or MAT 163 - Introductory Statistics
or MAT 164 – Introductory Statistics for STEM
or PSY 215 - Research Methods and Statistics I
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
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PHY 116 - Introduction to Physics
or PHY 121, 122 - General Physics I, II
BIO 490 - Biology Keystone
or SCI 490 - Integrated Science
or HON 490 - Honors Senior Seminar
or another keystone with departmental approval
Two of the following courses:
PHY 101 - Astronomy
SCI 106 - Introductory Meteorology
An introductory geology course
Three electives from the following:
BIO 351 - Invertebrate Zoology
BIO 353 - Comparative Vertebrate Anatomy
BIO 361 - Plant Biology
BIO 369 - Biochemistry
BIO 471 - Advanced Cellular and Molecular Biology
BIO 473 - Animal Physiology
BIO 474 - Developmental Biology
BIO 475 - Neurobiology
BIO 476 - Microbiology
BIO 481 - Ecology
BIO 486 - Immunology
BIO 495 - Special Topics in Biology
PHY 317 - Biophysics
Chemistry Major (for licensure in chemistry 9-12)
Broad base requirements, plus undergraduate major in chemistry (BA):
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
CHM 351 - Organic Chemistry I
CHM 352 - Organic Chemistry II
CHM 353 - Quantitative Analytical Chemistry
CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics (Physical Chemistry)
CHM 370 - BioOrganic Chemistry (or a Biochemistry course)
CHM 491 - Chemistry Seminar (four semesters)
CHM 499 - Introduction to Chemical Research
SCI 490 - Integrated Science or other approved Keystone
MAT 145 - Calculus I
MAT 146 - Calculus II
PHY 121 - General Physics I
PHY 122 - General Physics II
COM 115 or COM 111 - a public speaking course
One course from:
CHM 464 - Advanced Organic Chemistry
CHM 470 - Principles of Medicinal Chemistry
CHM 482 - Advanced Inorganic Chemistry
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Physics Major (for licensure in physics 9-12)
Broad base requirements, plus undergraduate major in physics:
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 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
SCI 490 - Integrated Science or other approved Keystone
Two additional physics courses above 122; PHY 261 recommended
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
PHY 327 - Special Functions of Mathematical Physics
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
Post-baccalaureate Teaching Licensure
Students who have earned a bachelor’s degree elsewhere and seek Natural Science teaching licensure at Augsburg are
required to complete a minimum of two upper division biology courses at Augsburg with grades of 2.5 or higher.
For a complete list of courses and descriptions, see the Course Description Search.
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Nursing (BSN) Bachelor of Science Completion
The Augsburg College BSN Completion program is designed exclusively for registered nurses who want to advance their
education, increase their career opportunities, and address changing health needs in a variety of rapidly changing care
settings and communities. No longer do nurses practice only in hospitals, they are moving into communities,
corporations, parishes, schools, rehabilitation centers and long term care facilities, as well as into their own private
practices. Wherever they work, nurses are making a difference in community health and well-being by providing
comprehensive health care for diverse groups of persons across the lifespan.
The BSN program at Augsburg prepares nurses to synthesize knowledge from the liberal arts with the art and science of
nursing. Educational opportunities are provided that challenge students’ interests and engage their creativity as they
increase skills in critical thinking, speaking, writing, ethics, nursing theories, community assessment, leadership,
decision-making and the role of citizen nurse. Classes that combine short-term immersion experiences of study both at
home and abroad are woven into the BSN curriculum. Students are invited to participate in these exciting endeavors as
they are able.
Augsburg’s BSN program 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.
Department of Nursing Faculty
Martha Aleman, Katherine Baumgartner, Kathleen Clark, Kaija Freborg, Cheryl Leuning, Virginia McCarthy, Kristin
McHale, Joyce Miller (Chair), Anna Sanchez, Deborah Schuhmacher
Staff: Sharon Wade, Linden Gawboy
Degree and Major Requirements
Nursing Major, BSN
Seven 4-semester credit hour 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 - Practicum: Community Health Nursing II
NUR 490 - Leadership/Management
A minimum grade of 2.0 in each nursing course and a cumulative major GPA of 2.5 are required. Students also must
complete Augsburg’s residence and general education requirements.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded
throughout the required courses in the Nursing major and are met by completing the major.
Students petitioning to transfer in upper division nursing courses from another institution to meet requirements in the
nursing major at Augsburg must consult an advisor about potential adjustments to their course requirements to fulfill
each of these graduation skills.
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Other Information
The BSN program has been planned so that courses in the nursing major can be completed over 16 months of full-time
study taking two courses per semester. Students can pursue their studies as quickly as 12 months taking three courses
per semester, based on personal choice. Students will be assigned to a nursing faculty adviser to develop a plan of study.
More time may be required to complete the total course of study depending on the number of liberal arts (general
education) courses individual students need to complete the BSN degree and the number of credits each student
transfers to Augsburg College from other colleges or universities. Students in Nursing may take non-nursing courses in
both the Day and Adult Undergraduate programs. Students interested in pursuing the Nursing major should consult with
BSN admissions staff in the Admissions Office for assistance applying.
Admission to the Nursing Major
In addition to meeting admission requirements for Augsburg College, admission to the Nursing major requires the
following:
Completed application
Cumulative GPA of 2.5 or higher in one’s basic nursing program
Unencumbered RN license–applicant must be a registered nurse who is licensed and currently registered to practice
in Minnesota prior to beginning the Nursing major
Evidence of HIPAA training
Up-to-date immunization records
Criminal background check (details provided in application process)
Special conditions:
Students may be provisionally admitted to the Bachelor of Science in Nursing program at Augsburg due to a
cumulative GPA of less than 2.5 in their basic nursing program. Full admission to the program requires students to
achieve a GPA of 3.00 or better in two liberal arts courses at Augsburg before being fully admitted to the BSN
program.
Students may apply to Augsburg College prior to completion of their degree program. However, all BSN program
admission requirements must be met prior to matriculating into the BSN program at Augsburg.
Credit for Previous Nursing Courses
Registered nurses (RNs) transferring into Augsburg College’s BSN completion program will be granted 28 semester
credits in recognition of their previous lower division nursing coursework if the following standards are met:
Prior nursing education in the United States is taken in an associate degree in nursing (ADN) program or a diploma in
nursing program. Both must be state board-approved programs.
Nursing coursework taken outside of the United States is submitted for evaluation to the World Education Services
(WES), an agency approved by Augsburg College to evaluate foreign transcripts. Reports should be sent directly to
Augsburg College. In addition, nursing coursework must be verified for authenticity by the Commission on Graduates
of Foreign Nursing Schools (CGFNS). Applicants must request CGFNS (www.cgfns.org) to forward the educational
credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must
apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX).
Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, and who have
passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all
students.
Students who change their major and transfer out of the BSN completion program will lose the 28 semester credit block
grant and their transfer credit evaluation will be reassessed. The 28 semester credit block grant will be applied toward a
Bachelor of Science degree in Nursing only.
*Beginning Summer 2017, registered nurses (RNs) transferring into Augsburg College’s BSN completion program will be
awarded up to 34 semester credits in recognition of their previous lower division nursing coursework
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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.
Courses in the Nursing major are generally offered on weekday evenings with practicum courses (NUR 410 and 411)
requiring additional weekday time. Generally, nursing classes meet on alternate weekday evenings for four-hour time
blocks. Online instruction and activities occur between face-to-face class times. Optional immersion courses and
practicums at home and abroad are scheduled throughout the year. Check with the Department of Nursing for details.
It is recommended to work with an academic advisor for advice on liberal arts courses. Nursing majors can complete
courses toward the bachelor’s degree at the Minneapolis campus and at the Rochester learning site.
Transfer of Upper Division Nursing Courses
BSN students who are provisionally accepted into the Master of Arts in Nursing program at Augsburg may enroll in up to
three designated MAN courses, which can be used to fulfill elective credits in the BSN program as well as fulfill credits in
the MAN program. Note that these graduate courses may not transfer into another college or university as graduate
courses if they have been used to complete the BSN; Augsburg College, however, accepts the courses as also fulfilling
requirements in the MAN. The three graduate Nursing courses plus the practica include the following:
NUR 500 - Transcultural Health Care (3 semester credits)
NUR 500P - Practicum: Transcultural Health Care (1 semester credit)
NUR 532 - Transcultural Healing and Self Care (3 semester credits)
NUR 532P - Practicum: Transcultural Healing Practices and Self Care (1 semester credit)
NUR 541 - The Politics of Health Care (3 semester credits)
NUR 541P - Practicum: Politics of Health Care (1 semester credit)
(see current class schedule for practicum offerings)
Note: Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to
audit courses.
Departmental Honors
Admission to the honors major requires a GPA of at least 3.60 in the major and 3.30 overall, application to the
department chair by November 1 of the senior year, recommendation by nursing faculty, and an honors thesis to be
presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement.
Latin Honors
To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of 56
traditionally-graded credits at Augsburg and have no more than eight elective pass/no credit 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 in Academic Information.
For a complete list of courses and descriptions, see the Course Description Search.
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Philosophy
Philosophy, in an important sense, is the most fundamental of the disciplines. All sciences and most other disciplines
arose out of it. Moreover, philosophy 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 Philosophy
majors continue on to graduate school in philosophy, while others use the major to prepare for other professional
studies such as law, medicine, religious ministry, or journalism.
Philosophy Faculty
David Apolloni (Chair), Markus Führer, Eric Helleloid, Marit A. Peterson
Degree and Major Requirements
Philosophy Major
Eight courses including:
PHI 230 - Logic
or PHI 385 - Formal Logic and Computation Theory
PHI 241 - History of Philosophy I: Ancient Greek Philosophy
PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy
A 400-level Philosophy course (other than PHI 499)
Two elective courses in Philosophy
Four courses must be upper division
Note: The Philosophy department at present does not offer a keystone PHI 499 course of its own. We recommend that
majors take the keystone course offered in the Religion Department, or (in the case of double majors) in the department
of the other major.
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by taking PHI 230.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Language requirement
The Philosophy Department has no specific language requirement besides the one of the College, but it recommends for
Philosophy majors Greek, Latin, French, or German, at the discretion of the faculty advisor.
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
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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 more information.
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 - History of Philosophy I: Ancient Greek Philosophy
PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy
For a complete list of courses and descriptions, see the Course Description Search.
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Physics
Physicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and
govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of
controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic
particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics
plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as
energy, weather, medical science, and space exploration. A good background in physics (and the associated problem
solving skills obtained therein) will prepare you well for a multitude of careers.
Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological
advances, the department strives to give students not only an understanding of basic concepts, but also insights into
recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It
also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering,
materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the
medical and health-related fields. The department serves the liberal arts by offering courses for non-science students
that enable them to attain a general understanding of a particular area of science. These courses provide the basis for
further study and enable students to follow new developments in science with heightened awareness and
comprehension.
The department administers Augsburg 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.
Faculty
Stuart Anderson (Chair), Mark Engebretson (professor emeritus), Jeffrey Johnson (professor emeritus), Mary Lanzerotti,
David Murr, Ben Stottrup
Physics Research Staff: Jennifer Posch
Degree and Major Requirements
Physics Major, BA
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 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
Two elective physics courses above PHY 122
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
PHY 327 - Special Functions of Mathematical Physics
or MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
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Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major.
The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, or MAT 201
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physics Major, BS
PHY 121 - General Physics I
PHY 122 - General Physics II
PHY 245 - Modern Physics
PHY 261 - Electronics
PHY 351 - Mechanics I
PHY 362 - Electromagnetic Fields I
PHY 363 - Electromagnetic Fields II
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
Two from the following:
PHY 317 - Biophysics
PHY 320 - Introduction to Space Physics
PHY 352 - Mechanics II
PHY 420 - Plasma Physics
PHY 430 - Introduction to Solid State Physics
PHY 486 - Quantum Mechanics
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
PHY 327 - Special Functions of Mathematical Physics
or MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
Graduation Skills
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. Consult your department chair or academic advisor for requirements for meeting the
Quantitative Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is met by completing the following course—COM 115
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physics Major with Concentration in Space Physics, BS
It is the same as the BS major, with the addition of PHY 320 - Introduction to Space Science and PHY 420 - Plasma
Physics.
Physics Major with Concentration in Biophysics, BS
It is the same as the Physics BS major, with the addition of PHY 317 - Biophysics, one independent project (PHY, CHM,
BIO, or MAT 499), and one elective from the following:
BIO 253 - Introductory Cellular Biology
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BIO 355 - Genetics
BIO 369 - Biochemistry
BIO 471 - Advanced Cellular and Molecular Biology
BIO 475 - Neurobiology
BIO 476 - Microbiology
BIO 486 - Immunology
CHM 353 - Quantitative Analytical Chemistry
CHM 367 - Properties of Polymers
CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy
CHM 464 - Advanced Organic Chemistry
CHM 470 - Principles of Medicinal Chemistry
CHM 481 - Instrumental Analysis
MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
PHY 327 - Special Functions of Mathematical Physics
PHY 430 - Introduction to Solid State Physics
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.
Final project submissions are due to April 1st.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the Physics faculty.
Normally, students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 245 and 369 (or PHY
327) during the sophomore year.
Graduation Skills
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. Consult your department chair or academic advisor for requirements for meeting the
Quantitative Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is met by completing the following course—COM 115
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Physics Minor
Seven courses including:
PHY 121 - General Physics I
PHY 122 - General Physics II
MAT 145 - Calculus I
MAT 146 - Calculus II
Three elective physics courses above PHY 122
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Society of Physics Students
The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a
national physics society and of participating in the physics community on a professional basis. Membership in the society
is open to all students interested in physics.
Sigma Pi Sigma
Membership in the Augsburg chapter of this national physics honor society is open to those students who have
completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of
their class.
For a complete list of courses and descriptions, see the Course Description Search.
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Political Science
Political Science at Augsburg College helps prepare you for many things: political engagement, pursuit of an advanced
degree, a successful career. Political science focuses on the role of power and authority in human affairs, something
relevant to any field you might choose. Understanding power and authority is also necessary for anyone interested in
political and social change.
The major prepares you for many options after graduation, including law school, or graduate work in areas such as
political science, public administration, and public policy. Our majors have gone on to work in government, business,
communications, the non-profit sector, and education, and numerous other fields.
Internships are within easy reach of the campus, because of our location in the heart of the Twin Cities metro area.
Grounded in the diverse and international community around Augsburg, the department directly engages the world and
issues around us.
Numerous study abroad programs are also available, as well as learning opportunities throughout the country. The
Model UN program, which travels annually to New York, is a highlight for many students. Our majors experience an
education which can extend from the classroom to the surrounding community to places around the world.
Our experienced faculty teach in all major areas of political science, and also possess special expertise in campaigns and
elections, immigration and ethnic politics, urban and environmental politics, gender and politics, economic
development, comparative and international politics, mass communications and other information technology, and
American public law. Our broad, balanced, and flexible course offerings, combined with the many special educational
opportunities, enhance your potential for graduate study and a successful career.
Faculty
Andrew Aoki (Chair), Sarah Combellick-Bidney, Milda Hedblom (Pre-Law Advisor), Elizabeth Klages, Norma Noonan
(emerita), Joseph Underhill
Degree and Major Requirements
A 2.0 minimum grade is required in all courses taken for the major.
Political Science Major
Ten courses:
POL 158 - Introduction to Political Science
POL 483 - Political Statistics and Methodology
POL 484 - Political Analysis
One elective from the following:
POL 121 - American Government and Politics
POL 122 - Metropolitan Complex
POL 160 - World Politics
POL 170 - Law in the United States
At least five other upper division courses in four out of five Political Science areas. A seminar in one of the five areas may
be counted for that area. Only one internship may count for an upper division area.
One other Political Science course in any area, upper or lower division
Political Science Area Courses
This is a list of commonly offered courses that fulfill the upper division area elective requirements. Students may also
satisfy the elective requirements with a variety of courses from study abroad experiences, HECUA, or other programs,
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with the permission of the department. POL495 can be used toward area requirements with advisor approval. The
applicable area will vary based on the topic of the course.
Area 1 – American Government and Politics: POL325, 326, 342, or 421
Area 2 – Comparative Politics and Analysis: POL350, 359, or 459
Area 3 – International Politics: POL368, 461, or 490
Area 4 – Public Law: POL370 or 371
Area 5 – Political Theory and Analysis: POL380 or 381
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of
the following courses: POL 325, POL 326, or POL 380
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Pre-Law Concentration in Political Science
11 required courses including:
POL 121 - American Government and Politics
POL 170 - Law in the United States
POL 483 - Political Statistics and Methodology
POL 484 - Political Analysis
Two of the following three courses:
ENL 220 - Intermediate Expository Writing
or ENL 223 - Writing for Business and the Professions
PHI 230 - Logic
COM 111 - Public Speaking
Electives (five total):
Three courses from the choices below:
POL 350 - Topics: European Politics
POL 370 - Constitutional Law
POL 371 - Topics
POL 380 - Western Political Thought
POL 381 - Topics: Democratic Theory
And two additional upper level courses in Political Science (can come from the list above, or be any other upper level
Political Science course).
Public Policy and Political Change Concentration in Political Science
10 courses plus an internship, including:
ECO 112 - Principles of Macroeconomics
or ECO 113 - Principles of Microeconomics
POL 121 - American Government and Politics
or POL 122 - Metropolitan Complex
POL 325 - Politics and Public Policy
or POL 326 - Political Parties and Behavior
ECO 490 - Research Methods in Econometrics
or POL 483 - Political Statistics and Methodology
or SOC 362 - Statistical Analysis
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POL 484 - Political Analysis
One Course from the Following:
POL 121 - American Government and Politics
POL 122 - Metropolitan Complex
POL 124 - American Women and Politics
POL 158 - Introduction to Political Science
POL 160 - World Politics
POL 170 - Law in the United States
Four Courses from the Following:
POL 241 - Environmental and River Politics
POL 325 - Politics and Public Policy
POL 326 - Political Parties and Behavior
POL 342 - Mass Communication in Society
POL 370 - Constitutional Law
POL 371 - Topics
POL 381 - Topics: Democratic Theory
POL 421 - Topics: American Politics
POL 461 - Topics: International Politics
ECO 312 - Intermediate Macroeconomics
or ECO 313 - Intermediate Microeconomics
SOC 381 - City and Regional Planning
Plus an internship, usually taken as POL 399.
Notes
POL 140 can be substituted for POL 122, with advisor approval.
If both POL 121 and 122 are completed, one can count for section I and one for section II. The same course cannot
fulfill requirements in both sections.
If both POL 325 and 326 are completed, one can count for section I and one for section III. The same course cannot
fulfill requirements in both sections.
Only one economics course (either 312 or 313) can be counted toward the four courses required in Section III.
The internship can be taken for credit or not-for-credit. A student taking an internship not for credit must still have a
Political Science department faculty member supervising the internship, and must fulfill certain academic
requirements, which will be explained by the supervising faculty member.
Substitutions to the courses above can be approved by the department chair. For example, the department
sometimes offers relevant topics courses under numbers not listed above.
Political Science Areas
(I)
American Government and Politics
(II)
Comparative Politics and Analysis
(III)
International Politics
(IV)
Public Law
(V)
Political Theory and Analysis.
Any course listed in more than one area may be counted in only one area toward major or minor requirements.
Departmental Honors
The honors major in Political Science includes the requirements listed above, plus the following:
The student’s GPA must be 3.50 in Political Science courses and 3.00 overall; the student must take an honors
independent study and a seminar, and must submit an honors thesis to be defended before a faculty committee.
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Students may work with any member of the department on their honors thesis. For specific requirements, consult the
department chair.
For a student to be eligible for departmental honors, all courses in the major must be taken with traditional grading (not
P/N). Exceptions may be made in extraordinary circumstances.
Political Science Minor
Five courses, including:
POL 121 - American Government and Politics
or POL 122 - Metropolitan Complex
or POL 170 - Law in the United States
POL 158 - Introduction to Political Science
And at least three upper-division courses in three out of five political science areas
POL 483 may not usually be used for a minor.
Pre-Law Minor
Four Required Courses:
POL 121 - American Government and Politics
POL 170 - Law in the United States
Two of the following:
ENL 220 - Intermediate Expository Writing
or ENL 223 - Writing for Business and the Professions
PHI 230 - Logic
COM 111 - Public Speaking
Two electives from the following:
POL 350 - Topics: European Politics
POL 370 - Constitutional Law
POL 371 - Topics
POL 380 - Western Political Thought
When necessary, substitutions can be approved by the chair (e.g. if a required course has to be canceled).
Public Policy and Political Change Minor
Core courses:
POL 121 - American Government and Politics
or POL 122 - Metropolitan Complex
POL 325 - Politics and Public Policy
or POL 326 - Political Parties and Behavior
POL 399 - Internship
Three of the following:
POL 241 - Environmental and River Politics
POL 325 - Politics and Public Policy
POL 326 - Political Parties and Behavior
POL 342 - Mass Communication in Society
POL 381 - Topics in Democratic Theory
POL 421 - Topics in American Politics
POL 461 - Topics in International Politics
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ECO 312 - Intermediate Macroeconomics
or ECO 313 - Intermediate Microeconomics
SOC 381 - City and Regional Planning
Notes
POL 140 can be substituted for POL 122, with advisor approval.
If both POL 325 and 326 are completed, one can count for section I and one for section II. The same course cannot
fulfill requirements in both sections.
Only one Economics course (either 312 or 313) can be counted toward the three courses required in Section II.
Teaching Major in Political Science and Economics
Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure
requirements for secondary education.
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 in an Urban Setting (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
In addition, in order to graduate with this major, a student must have been admitted into the Department of Education.
To be licensed in social studies, additional education courses and the social studies core are required.
Note: Students interested in secondary education may take a Political Science major or the teaching major in Economics
and Political Science. Either option requires that the student also take courses required for the social studies core. For
more information, see the department chair.
For a complete list of courses and descriptions, see the Course Description Search.
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Psychology
Psychology is 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, religious institutions, 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, Psi Chi Honor Society, and faculty-student research teams.
Faculty
Henry Yoon (Co-Chair), Stacy Freiheit (Co-Chair), Ben Denkinger, O. Evren Guler, David Matz, Bridget Robinson-Riegler,
Brian Rood, Nancy Steblay
Degree and Major Requirements
Psychology Major
The major is 10 courses including:
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:
PSY 400 - Keystone Internship
At least one course from the following:
PSY 201 - Health Psychology
PSY 202 - Industrial and Organizational Psychology
PSY 235 - Psychology and Law
PSY 263 - Sports Psychology
PSY 357 - Behavioral Analysis
PSY 359 - Assessment
PSY 385 - Counseling Psychology
PSY 410 - Clinical Neuropsychology
Electives (three courses in psychology)
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Majors are encouraged to take more than the minimum 10 required psychology courses.
Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299,
399/396, 400 and 499 may be counted.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students should consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
All psychology majors must have an advisor in the Psychology department.
Transfer Students
Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved by the
chair. Only those psychology courses successfully completed (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.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Biopsychology Major
The Psychology and Biology Departments jointly offer a program in Biopsychology. See Biopsychology in the
departmental pages of this catalog.
Concentration in Clinical Psychology
The Clinical Psychology concentration is designed to prepare students for careers and graduate education in mental
health care fields. Students will learn about the biological, psychological, and social factors related to defining,
understanding, and treating abnormal behavior. Emphasis is placed on developing knowledge and skills related to both
the science and practice of psychology. Experiential learning opportunities include collaborating on faculty-student
research projects and completing an internship in a real-world mental health setting.
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 262 - Abnormal Psychology
PSY 315 - Research Methods and Statistics II
PSY 385 - Counseling Psychology
PSY 400 - Keystone Internship
At least two courses 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
At least one course from the following:
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PSY 261 – Personality and Cultural Context
PSY 359 - Assessment
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.
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 235 - Psychology and Law
PSY 262 - Abnormal Psychology
PSY 315 - Research Methods and Statistics II
PSY 325 - Social Behavior
PSY 354 - Cognitive Psychology
PSY 360 - Psychology Laboratory
PSY 400 - Keystone Internship
PSY 491 - Advanced Research Seminar
SOC 277 - Introduction to Criminology
At least one course from the following:
PSY 359 - Assessment
PSY 385 - Counseling Psychology
PSY 410 - Clinical Neuropsychology
At least one course from the following:
POL 170 - Law in the United States
POL 370 - Constitutional Law
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 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 law,
consulting, research, and social policy, as well as many other areas. In addition, the Social Psychology concentration is
ideal for graduate school preparation.
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
PSY 325 - Social Behavior
PSY 400 - Keystone Internship
SOC 121 - Introduction to Sociology
SOC 375 - Social Psychology
At least one course from the following:
PSY 491 - Advanced Research Seminar
PSY 493 - Seminar: Contemporary Issues
At least one course from the following:
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PSY 201 - Health Psychology
PSY 202 - Industrial and Organizational Psychology
PSY 235 - Psychology and Law
PSY 263 - Sports Psychology
PSY 357 - Behavior Analysis
PSY 359 - Assessment
PSY 385 - Counseling Psychology
PSY 410 - Clinical Neuropsychology
Electives (three additional courses in psychology)
Departmental Honors
GPA of 3.50 in the major and overall, and completion of a high-quality research project. Formal application must be
made during the junior year. Consult the department chair for more detailed requirements.
Minor
Five courses, including:
PSY 105 - Principles of Psychology
Four additional PSY electives
A minimum of two courses must be from Augsburg and no more than two of the following courses can count toward the
minor: PSY 199, 299, 396, 399, 400, and 499.
For a complete list of courses and descriptions, see the Course Description Search.
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Religion, Youth and Family Ministry
Religion – everyone has a notion of what it is. But try to define it, and words get tangled in the varieties of religious
expressions, systems, and cultures. Personal perspectives and experiences also come into play. They create different and
even conflicting opinions about the value and place of religion in the 21 century.
st
But while religion is deeply personal, it is seldom private. It impacts everyone, from the most committed believer to the
most convinced atheist. Because of the significance of religion in the public sphere, the guiding theme of the Religion
Department at Augsburg College is “Religion and Public Life”. We welcome all students to explore the role of religion:
In their own lives by asking how their beliefs, values, and commitments inform their place in society;
When considering their own career choices in service to the world through religious institutions and organizations;
To gain knowledge and competency in relating to the religious beliefs, practices, and cultures of others whom they
will engage in their future professional and social contexts;
For a deeper understanding of religion’s impact – past and present – in the world they inhabit.
All these avenues of exploring religion in public life express Augsburg’s mission to educate students “…to be informed
citizens, thoughtful stewards, critical thinkers, and responsible leaders.” In addition, the department’s commitment both
to students and to working for justice in the world reflects the College’s history and its ongoing engagement with the
faith and values of the Lutheran church. As a part of its work, faculty in the Religion Department guide students to
explore and articulate their beliefs and to discern their calling to work for the common good in all aspects of life. Since
the religion major requires only eight courses (32 credits), students should consider earning a major or minor in another
discipline. Those students considering seminary or graduate studies should take one sacred texts course, one theology
or history course, and one course in global religions. The Religion major prepares students to think critically, read
analytically, write clearly, and speak confidently—skills that make our graduates attractive to graduate schools and
employers.
Faculty
Mary Lowe (Chair), Lori Brandt Hale, Russell Kleckley, Matthew Maruggi, Jeremy Myers, Philip Quanbeck II, Marty Stortz,
Mark Tranvik, and Hans Wiersma
Majors
The Religion Department offers two majors: Religion (REL) and Youth and Family Ministry (YFM).
Prerequisites
REL 100 is a prerequisite to all other courses.
Transfer Courses
All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only
courses successfully completed (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.
Advising
All majors must have an advisor 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 December 30 of the student’s senior year.
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Religion
A Religion major provides a strong foundation in the liberal arts and prepares students for professional work and
graduate studies in a wide range of fields. Since the major requires only eight courses (32 credits), students are
encouraged to double-major in a related field. Students considering seminary should take two Bible courses and one
course in theology or church history. Students planning on graduate studies in religion ought to complete one Bible
course, a world religions course, and the Philosophy of Religion course. A Religion major also provides strong
preparation for graduate studies in theology, religious studies, sacred scripture, church history, and related fields. The
major prepares students to think critically, read analytically, write clearly, and speak confidently—skills that make our
graduates attractive to graduate schools.
Degree and Major Requirements
Religion Major, BA
Eight courses (32 credits) including:
REL 210 - Research Methods in Religion
REL 495 - Religion Keystone
Six additional electives (24 credits)
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 Quantitative Reasoning (QR), Speaking (S) and Writing (W) are met by completing the
following courses:
QR: GST 200, MAT 145, MAT 146, MAT 163, MAT 164, or PHI 230; or by the QR requirement for a second major
S: REL 302, 386 or consult with advisor for an approved course outside the major
W: REL 495 and one of the following: REL 362, 370, or 481
Transfer students must consult a Religion Department advisor about potential adjustments to their course requirements
to fulfill each of these skills.
Religion Minor
Five religion courses (20 credits) including REL 100.
Note for majors and minors: Students are required to have at least a 2.0 GPA in courses counted toward the major or
minor. One or two courses (4-8 credits) in Youth and Family Ministry (YFM) may count toward the Religion major or
minor.
For a complete list of courses and descriptions, see the Course Description Search.
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Youth and Family Ministry
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 fieldwork. A Youth and Family Ministry minor is also offered.
Associate in Ministry (AIM)
Coursework completed with the major fulfills part of the requirements for Associate in Ministry (AIM) status within the
Evangelical Lutheran Church in America. Students interested in AIM certification should consult with their home synod
and with a YFM advisor no later than their second year.
Youth and Family Ministry Major
60 credits including:
Theology core (24 credits):
REL 210 - Research Methods in Religion
REL 301 - Interpreting the Old Testament
REL 302 - Interpreting the New Testament
REL 362 - Martin Luther and the Reformation
REL 481 - Contemporary Theology
REL 495 - Religion Keystone
Youth and family ministry core (16 credits):
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 (8 credits):
YFM 205 - Exploring Topics in Youth and Family Ministry (choose two topics course from a list of 2 credit courses)
One other 200-level, 300-level, or 400-level REL or YFM course not already used towards the major and preapproved by
the student’s advisor.
And three supporting courses (12 credits):
SOC 231 - Family Systems: Cross Cultural Perspective
PSY 105 - Principles of Psychology
PSY 250 - Child Development
or PSY 252 - Adolescent and Young Adult Development
Note: A student with a youth and family ministry major or minor may not also major or minor in religion.
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by the following:
QR: GST 200, MAT 145, MAT 146, MAT 163, MAT 164, or PHI 230; or by the QR requirement for a second major
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Youth and Family Ministry Minor
The minor consists of the following five courses (20 credits):
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 Bible survey course from:
REL 301 - Interpreting the Old Testament
REL 302 - Interpreting the New Testament
One theology course from:
REL 362 - Martin Luther and the Reformation
REL 481 - Contemporary Theology
One course (4 credits) from the theology core, YFM core, or YFM electives as listed in the major.
For a complete list of courses and descriptions, see the Course Description Search.
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Social Studies Teaching Licensure
The social studies licensure program is designed to combine a strong content focus with early and ongoing teaching
preparation courses that meet Minnesota licensure requirements. Students preparing to teach social studies at the
secondary level must complete a broad foundation program in the social sciences and professional requirements within
the Education Department.
Coordinators
Michael Lansing, History, Content Liaison
Rachel Lloyd, Secondary Education
Social Studies Teaching Licensure
Core requirements:
ECO 113 - Principles of Microeconomics
ESE 220 - Introduction to Human Geography
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 Sociology
ANT 141 - Introduction to Cultural Anthropology
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.
Consult with Chris Brown for details.
Students considering a career in social studies education should consult the Augsburg Education Department and the
Social Studies coordinator by the beginning of their sophomore year.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. Students should consult with the Augsburg Education Department to identify current
Minnesota teacher licensure requirements.
For a complete list of courses and descriptions, see the Course Description Search.
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Social Work
Professional social work is for students who have the desire to better the lives of people. Social work is for students who
want to learn the skills necessary for a successful and satisfying career for themselves and the lifelong benefit of working
with colleagues who also love their work. Our accredited program will immerse you in the skills and theories of social
work and interweave that body of knowledge with the liberal arts, psychology, sociology, economics, statistics, and
political science. The curriculum will prepare you for internships in a range of human service agencies including, schools,
hospitals, community centers, food shelves, women’s centers and a number of other settings in your junior and senior
year. The BSW program believes in social justice and teaches students how to engage the system to achieve it. The
program addresses multicultural professional practice through a required course.
The bachelor of social work degree awarded will allow you to be successful in your chosen areas of social work practice
and prepared to work in multicultural settings. Students graduating with a Social Work major will receive a Bachelor of
Science degree in social work and are eligible to apply for licensure as a generalist social worker. Over ninety-five
percent pass the exam on their first attempt.
Students interested in a graduate degree in social work (MSW) are encouraged to apply to our Master of Social Work
program. The undergraduate degree provides transferable credits toward the foundation year of an MSW program,
reducing the number of credits needed. Both the undergraduate and graduate Social Work programs are accredited by
the Council on Social Work Education. For more information about the MSW program, consult the Graduate Catalog.
Social Work Faculty
Michael Schock (Chair), Laura Boisen (MSW Field Coordinator), Lois Bosch (MSW Program Director), Nishesh Chalise,
Susan Conlin, Ankita Deka, Christina Erickson (BSW Field Coordinator), Melissa Hensley, Bibiana Koh (BSW Program
Director), Barbara Lehmann, Nancy Rodenborg
Degree and Major Requirements
The BSW degree consists of ten upper level courses and a total of seven supporting courses. Social Work courses that
are open to non-majors are designated with an asterisk.
The Supporting Courses
Select one of these three courses:
SWK 100 - Introduction to Professional Social Work*
SWK 210 - Environmental Justice and Social Change*
SWK 230 - Global Peace and Social Development*
Select one of these four courses:
ECO 112 - Principles of Macroeconomics
POL 121 - American Government and Politics
POL 122 - Metropolitan Complex
POL 325 - Politics and Public Policy
Take these four courses:
BIO 121 - Human Biology
PSY 105 - Principles of Psychology
SOC 121 - Introduction to Sociology
SWK 280 - Diversity and Inequality in Professional Practice*
Select one of these three courses:
SOC 362 - Statistical Analysis
MAT 163 - Introductory Statistics
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MAT 164 – Introductory Statistics for STEM
GPA Requirements for degree completion
The minimum GPA for admission to the program is 2.2 on a four-point scale. After admission to the program, a minimum
grade of 2.0 is required for each upper level course and a 2.2 cumulative GPA is required in the supporting program.
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the curriculum and
are met by completing the major. The Quantitative Reasoning (QR) graduation skill is met by taking SWK 401 and MAT
163 or MAT 164 or SOC 362.
Pass/No Credit Maximums for Majors
All Social Work majors must take their upper level courses with traditional grading. Social Work majors are allowed to
apply up to six credits with a grade of Pass (P) toward graduation. Students seeking Latin and Department Honors may
only take two P/N credits. (See Latin Honors in Academic Information for additional details.)
Social Work Major
Ten upper level courses:
SWK 301 - History and Analysis of Social Policy*
SWK 303 - Human Development and the Social Environment*
SWK 306 - Social Work Practice 1: With Individuals
SWK 307 - Field Work 1: Integrative Seminar
SWK 316 - Social Work Practice 2: With Families and Groups
SWK 317 - Field Work 2: Integrative Seminar
SWK 401 - Social Work Research and Evaluation
SWK 406 - Social Work Practice 3: With Communities and Policies*
SWK 407 - Field Work 3: Integrative Seminar
SWK 417 - Field Work 4: Integrative Seminar (Senior Keystone course)
Social Welfare Minor (for non-social work majors)
The goal of the social welfare minor is to give non-majors a sense of the impact of social work on society and a means to
incorporate some social welfare perspectives to their chosen career.
Six courses including:
SWK 100 - Introduction to Professional Social Work
SWK 301 - History and Analysis of Social Policy
SWK 303 - Human Development and the Social Environment
SWK 406 - Social Work Practice 3: With Communities and Policies
SOC 265 - Race, Class and Gender
And one course from:
POL 121 - American Government and Politics
POL 158 - Introduction to Political Science
POL 325 - Politics and Public Policy
Required Social Work Field Placement
Students are required to take a field placement at a social service agency in their junior and senior year. The field
placements are a total 120 hours each semester which is 240 hours over the course of one year.
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No credit for non-academic work
In accordance with accreditation standards, the Social Work Department does not grant credit for life experience or
previous work experience.
Admission to the Major
Students must apply to be admitted to the degree program in Social Work. This application process begins in the fall
semester of the sophomore year at Augsburg or in the 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 placement in the junior year. Social Work majors must have a cumulative 2.20 GPA to enter the program.
Students who do not meet this minimum GPA standard will be given an opportunity to explain their GPA and may be
considered for conditional admission. Admission to the program is required as a prerequisite for those 300- and 400level 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 3.3 and maintain a cumulative GPA of 3.6 in all Social Work classes at the 300-level and above. Honors applicants
may take up to two courses as P/N (pass/no credit) and must complete a minimum of 56 traditionally-graded Augsburg
credits. 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 the advisor or program director for complete details and deadlines.
Social Work Study Abroad Opportunities
The Augsburg BSW program is a leader in international education for its students. All majors are encouraged to study
abroad at some point in their college career. Through The Center for Global Education, the BSW program offers an
award-winning semester study abroad program in Cuernavaca, Mexico. Students in the spring semester of their junior
year study social work in Mexico and finish their degrees on time. The Social Work department also offers a rotating
selection of faculty-led, short courses to countries such as China, Slovenian, South Africa and India.
Social Work Course Sequence
Social Work Entry Level Courses
The Social Work major offers three ways to begin the BSW degree: SWK 100 is for those students interested in the
breath of the profession; SWK 210 is for students whose interest is in environmental issues and social change strategies;
and SWK 230 is for students interested in international social work and global issues. All three courses are equal as
introductions to the major.
All three courses feature an experiential learning component. Students volunteer 40 hours in a human service agency,
program, or institution. The placement is selected by the student, approved by the course instructor, and supervised by
agency staff. These courses are also open to non-majors. The department also offers a course in human diversity, SWK
280, which is to be taken after the entry level courses.
Social Work upper level courses (300s and 400s) are taught in a two-year sequence. Courses are taught once a year. The
senior keystone is SWK 417: Field Work 4: Integrative Seminar. Consult the BSW Program Manual for the degree courseschedule flowchart.
For a complete list of courses and descriptions, see the Course Description Search.
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Sociology
Sociology is the scientific study of society and social interaction in groups. Our examination of human social organization
provides the opportunity to improve the world we have created and in which we live. The sociological perspective
provides an important way to critically understand how human beings come to think and act as they do in a variety of
social contexts.
The goal of the Department is to guide students in gaining knowledge of social processes and the social order, how it
affects them in their daily lives, and how it can be applied to their lives and vocations. 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.
The Department urges students to use Augsburg’s metropolitan and international settings as a laboratory for learning.
Internships enable majors to apply the theories and research skills of sociology while they explore career alternatives.
Students also may take an independent study, special topics course, or field study toward that end.
The major in Sociology has equipped our alumni to understand and function more effectively in the social world as
professionals, citizens, and persons, providing the necessary knowledge base and analytical, writing, and critical thinking
skills. Augsburg alumni who have majored in Sociology are currently employed in the nonprofit sector, research
positions, human resources positions in both government and private corporations, the criminal justice field, and as
professors of sociology. Others have used the major as preparation for advanced study in areas such as law, human
services, social work, urban planning, and the ministry.
Sociology Faculty
Lars Christiansen (Chair), Nancy Fischer, Garry Hesser, Diane Pike, Tim Pippert, James Vela-McConnell
Degree and Major Requirements
Sociology 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 a challenging 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. The electives
allow students to choose courses that add other skills related to areas of career interest.
The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper
division courses from the specified list below:
Core courses:
SOC 121 - Introduction to Sociology
SOC 362 - Statistical Analysis
SOC 363 - Research Methods
SOC 485 - Sociological Theory
SOC 490 - Senior Seminar and Keystone
Electives courses:
Five SOC electives, at least three of which must be upper division courses (Prerequisite: SOC 121).
Note: Majors must have a 2.0 or higher in each required course (SOC 121, 362, 363, 485, and 490) to receive credit in
the major, and at least a cumulative 2.00 GPA in courses counting toward the major.
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Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements.
Interest Tracks
In order to focus preparation for careers and further study, the Department offers interest tracks within the major.
These interest tracks are: City and Community; Crime and Deviance; Law; Organizations; and Social Psychology. Interest
tracks guide majors in selecting elective courses in a way that tailors their sociological training, experiences and skills.
Working with an advisor and following the guidelines and recommendations provided at the links below, Sociology
majors can design a pathway through the major that directs them toward careers or graduate work in criminal justice,
law, organizational development, public relations, social services, and urban studies.
Students who are interested in pursuing an interest track should discuss this with their advisor or the Sociology
Department chair. A full description of each interest track may be found at the Sociology Department website,
www.augsburg.edu/sociology.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Departmental Honors
To complete departmental honors in Sociology, the student must have a minimum GPA of 3.50 in the major and overall.
See department chair and website for specific requirements. An application for departmental honors/graduation with
distinction must be completed by spring of the junior year.
Minor
Five courses including SOC 121 and at least two upper division courses taken at Augsburg College. Students are required
to have a 2.0 or higher in SOC 121 and at least a cumulative 2.00 GPA in courses counting toward the minor.
For a complete list of courses and descriptions, see the Course Description Search.
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Theater
Theater is an ever-changing field that is important to understand in cultural and societal context. In our courses,
productions, recitals, and artist series, the study of theater embraces both classical and new forms, examines global and
local perspectives, and encourages in-depth creative exploration. Students are challenged to deepen their critical
thinking abilities and to master professional skills while also exploring new approaches to theater through their studies
in design, directing, performing, and playwriting. Students thoughtfully interrogate issues of cultural representation and
diversity as they find and express their own creative visions. The program prepares them well to continue with their
education and/or to become leaders in the field of theater and performance studies.
The study of theater is firmly grounded in the liberal arts, integrating knowledge and principles from many academic and
artistic disciplines, including literature, history, philosophy, religion, speech, art, music, and dance. Both the high quality
curriculum and dramatic productions of our department offer valuable cross-disciplinary connections for students and
the campus, while providing a solid base in classical, modern, contemporary, and multicultural theater. In order to
encourage non-majors to become involved in our department, we offer six theater minors and welcome all Augsburg
students to become involved in our productions.
Augsburg’s location in the heart of a nationally recognized theater community makes it an ideal place to study theater.
At Augsburg we seek to create every opportunity for students to grow both as theater artists and scholars by
encouraging connections between our campus and the greater arts community, while also exploring connections
between theory and application. Students have the opportunity to make these connections through course study,
theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theater
professionals from the local community who work closely with students), and attendance at numerous professional
productions throughout the Twin Cities. Augsburg productions are a valuable opportunity for students to enter into
creative collaboration with faculty and professional artists-in-residence. We value and regard theater productions as a
critical and vital laboratory for student learning and training, and we hold our productions to the highest standards of
the profession.
Many of the skills acquired by Theater majors or minors are valuable and transferable to other professions:
collaboration, verbal and nonverbal communication, organization, critical thinking, leadership, creativity, and selfexpression. Involvement in theater can help prepare students for successful careers in law, education, business,
communication, journalism, and many other fields, as well as in professional or academic theater, television, or film.
Theater Faculty
Darcey Engen (Chair), Michael Burden, Sarah Myers (Chair), Beliza Torres Narváez, Barbra Berlovitz, Warren C. Bowles,
Christina Ham, Karen Mulhausen, Sandra Schulte, Dario Tangelson, and Randy Winkler
Degree and Major Requirements
Bachelor of Arts
The Theater Department currently offers both a Theater major with one (or more) concentrations, a Theater major
without a concentration and two theater minors. There are three choices for concentrations within the major:
performance, directing/dramaturgy/playwriting, and design/technical.
The Theater major with a concentration requires the following: the theater core curriculum, three concentration
courses, plus two theater major electives (12 total courses). The Theater major with no concentration requires the
following: the theater core curriculum and two theater major electives (9 total courses). The general theater minor
requires any five courses from our department and the music theater minor requires five specified courses (see Theater
minors).
Each concentration requires 8 Theater Practicum Units (THP’s). The Theater major without a concentration requires 5
THP practicum units. The Theater minors both require 3 THP practicum units. See Theater Practicum courses for specific
course information and transfer requirements.
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Graduation Skills
The Theater Department addresses the graduation skills using the embedded model. Every course within the core
curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking
(CT), Writing (W), and Speaking (S). The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200,
MAT 145, MAT 146, MAT 163, MAT 164, or PHY 119.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Theater Major
The following four courses are required:
THR 228 - Introduction to Stagecraft
THR 229 - Theatrical Design
THR 232 - Acting
THR 250 - Script Analysis: Foundations of Theater
Three from the following:
THR 245 - Introduction to Asian and Asian American Theater
THR 270 - Introduction to Black Theater
THR 273 - Latina/Latino Theater and Performance
THR 361 - Theater Histories: Origins to 1800
THR 362 - Theater Histories: 1800 to the Present
Two elective courses from the following:
THR 226 - Movement for Theater
THR/FLM 230 - Scenic Painting: Painting for Stage, Film and Faux Application
THR 233 - Acting for the Camera
THR 235 - Skills of Musical Theater
THR 237 - Dance for Musical Theater
THR 245 - Introduction to Asian and Asian American Theater
THR 255 - Introduction to Musical Theater
THR 265 - Computer Drafting for the Stage and Architecture
THR 270 - Introduction to Black Theater
THR 273 - Latina/Latino Theater and Performance
THR 275 - Lighting and Sound for the Stage
THR 280 - Costumes and Makeup for Performance
THR 295 - Topics
THR/ENL - 325 - Playwriting I
THR/ENL - 326 - Playwriting II
THR 350 - Voice for Speech, Stage and Screen
THR 355 - Performing Shakespeare
THR 361 - Theater Histories: Origins to 1800
THR 362 - Theater Histories: 1800 to the Present
THR 365 - Advanced Acting
THR 366 – Stage Direction
THR 367 - New Methodologies of Stage Direction and Dramaturgy
THR 490 - Theater Keystone: Exploring Vocation & Artistic Practice
ENL 221 - Expository Writing about the Arts
ENL 330 - Shakespeare
ENL 338 - British and Commonwealth Drama
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ENL 358 - Readings in American Drama
ENL 368 - Readings in World Drama
The general Theater major requires four THP credits (Theater Practicum Units) in any area.
Theater Major with Concentration(s)
Theater majors with concentrations require an additional three courses, specified below. No course can be counted
twice as a major requirement and a concentration requirement. A total of twelve courses are required for Theater
majors with concentrations.
Theater majors with concentrations require eight THP credits: 1 performance, 1 stagecraft/crew, 1 lighting, 1 costuming,
and the remaining four in any area.
Transfer students with concentrations should complete the following number of THPs based on their transfer standing: 6
for sophomores, 4 for juniors, and 2 for seniors. The areas in which these THPs are completed should be determined
with an advisor.
Performance Concentration
Choose three from the following:
THR 226 - Movement for Theater
THR 350 - Voice for Stage, Speech, and Screen
THR 355 - Performing Shakespeare
THR 365 - Advanced Acting
Design/Technical Concentration
Choose three from the following:
THR/FLM 230 - Scenic Painting
THR 275 - Lighting and Sound for the Stage
THR 280 - Costumes and Makeup for Performance
THR 285 - Scenery Design
Directing/Dramaturgy/Playwriting Concentration
Choose three from the following:
THR/ENL 325 - Playwriting I
THR/ENL 326 - Playwriting II
THR 366 - Stage Direction
THR 367 - New Methodologies of Stage Direction & Dramaturgy
Theater Minor
Any five courses offered in Theater or listed above under Theater major electives. The Theater minor requires three
theater practicum units (THPs) in any area.
Musical Theater Minor
Choose five from the following:
THR 232 - Acting
THR/MUS 235 - Skills of Musical Theater
THR 237 - Dance for Musical Theater
THR 255 - Introduction to Musical Theater
THR 365 - Advanced Acting
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MUE 294 - Opera Workshop
Three theater practicum units (THPs) in any area.
Curricular Planning Information
First-years planning to major in Theater should complete THR 228, 232, and 250 during their first year. Students who are
second-year, third-year, or fourth-year majors may choose from the following courses, depending on their concentration
and courses offered: THR 226, 229, 230, 235, 237, 245, 255, 270, 275, 280, 295, 325, 361, and 362. Theater majors who
are juniors or seniors may take THR 326, 350, 361, 362, 365, 366, 425, and 495. Note: While many courses are offered
annually, some courses are offered alternate years only and others are offered only on an occasional basis.
Departmental Honors
Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to
the student. Departmental Honors students must maintain a 3.75 GPA in the major and a 3.60 GPA overall and complete
a substantial independent project of honors quality within the major. Honors candidates should meet with their
departmental advisor during spring semester of their junior year to develop a proposal for the honors project to be
submitted by mid-April. The Theater Department will assign an honors project advisor to students submitting successful
proposals.
Transfer Students
Transfer students should meet with a transfer advisor upon acceptance to determine what credits taken at another
institution will transfer into the major. The majority of Theater core classes should, however, be taken at Augsburg.
Additionally, transfers are required to take a minimum of three upper-division Theater courses at Augsburg. Students
pursuing one of the three theater concentrations should complete eight practicum units to fulfill their major
requirements. Students transferring with sophomore standing should complete a minimum of six practicum units within
the department. Students transferring with junior standing should complete a minimum of four practicum units within
the department.
Theater Practicum Units
Theater Practicum Units (THPs) involve practicum teaching and learning in the context of play productions and are
required for the Theater Majors/Minors. Theater majors and minors will register for THPs and the THPs are taken for no
credit with pass/no credit grading. Evaluation by the faculty mentor will be based on: 1) Successful and timely
completion of the practicum area for which the student is registered; 2) Positive and professional attitude and work
ethic demonstrated by the student; and 3) Demonstrated competency in the practicum area. The positive evaluation of
each of the areas must be sufficient enough to lead to a minimum grade of 2.0 in order to receive a P grade.
Theater Practicum Units require:
Consent and signature of instructor
Supervision by Theater faculty
A minimum of 25 hours of assessed participation by the student
Registration for THP in the semester the practicum is completed
THP course registration must meet the Registrar’s Office deadlines
Please Note:
THPs may be repeated
Crew work required classes/coursework does not count toward practicum credit
Work-study hours do not count towards practicum credit
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3 THP credits are given for large stage management projects and 2 THP credits are given for small stage management
projects because of extraordinary amount of time required of the student.
Theatre Major THP (theater practicum units) Requirements for Major, Minor, and Transfer students:
Theater majors without a concentration are required to complete 4 THPs in any area.
Theater majors with a concentration are required to complete 8 THP units in the following areas: 1 performance, 1
stagecraft/crew, 1 lighting, 1 costuming, and the remaining four in any area.
Transfer Theater majors in all three concentrations should complete the following number of THPs at Augsburg
based on their transfer standing: 6 for Sophomores, 4 for Juniors, and 2 for Seniors. The areas in which these THPs
are completed should be determined with an advisor.
All Theater minors are required to complete 3 THP Credits (THP practicum units) in any area.
Theater Practicum Courses - Groupings
Performance
THP 111/121/131/141/151 - Theater Practicum: Acting/Performance
Students who complete participation as an actor in one midterm and one final student directing project for THR 366 may
be given one THP 151 credit.
Production
THP 112/122/132 - Theater Practicum: House Management
THP 113 - Theater Practicum: Sets
THP 123 - Theater Practicum: Costumes
THP 133 - Theater Practicum: Lights
THP 114/124/134 - Theater Practicum: Running Crew
THP 115/125/135 - Theater Practicum: Stage Management-Small Project
THP 116/126/136 - Theater Practicum: Stage Management-Large Project
THP 117/127/137 - Theater Practicum: Artistic
For a complete list of courses and descriptions, see the Course Description Search.
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Urban Studies
Urban Studies is the study of cities as social, political, economic, and cultural entities. Urban Studies brings many
different perspectives to the study of urban life. It is an interdisciplinary major where students use the tools of sociology,
political science, history, environmental studies, art and architecture to understand metropolitan areas in terms of
complex relationships that contribute to opportunities and challenges. The major is designed with experiences that
utilize the city as our classroom, demonstrating the interplay of urban design, policy, and lived experience. Coursework
often includes walking tours, field trips, and field research. Augsburg College’s Urban Studies program emphasizes the
themes of planning urban and suburban areas to be more environmentally sustainable, promoting the health and civic
engagement of citizens, and ways to engage in effective citizen engagement.
The Urban Studies major helps prepare students for careers and graduate work in community organizing, urban
planning, public administration, environmental advocacy and sustainability planning, government service, social welfare
and non-profit work, and architecture. All students participate in internships that reflect their career interests as part of
their experience.
Many students who major in Urban Studies often double-major in related disciplines such as Environmental Studies,
Political Science or Sociology. If you’re interested in double-majoring, please consult the director of Urban Studies about
how to best plan your academic schedule to accommodate both majors.
Faculty
Nancy Fischer (Director, Sociology), Kristin Anderson (Art), Andrew Aoki (Political Science), Lars Christiansen (Sociology),
Keith Gilsdorf (Economics), Michael Lansing (History), and Joseph Underhill (Political Science).
Degree and Major Requirements
Urban Studies Major
A total of 11 courses, with the following required courses. A minimum GPA of 2.0 in the core courses is required for the
major.
Core Courses:
SOC/URB 111 - City Life: Introduction to Urban Sociology
POL 122 - Metropolitan Complex
ECO 113 - Principles of Microeconomics
SOC 381 - City and Regional Planning
SOC/URB 399 - Internship
URB 492 - The City and the Environment Keystone
SOC 362 - Statistical Analysis
or POL 483 - Political Statistics and Methodology
SOC 363 - Research Methods
or POL 484 - Political Analysis
ART/HIS 249/349 - The Designed Environment
or HIS 316 - US Urban Environmental History
or SOC 380 - Disaster and Resilience
And two additional urban-related electives, approved by the Program Director. For electives, please see the following
list, which is not exhaustive. Please consult the Director of Urban Studies for other elective possibilities that suit your
career interests, including off-campus study, ACTC courses, or study abroad.
ART 243 - History of Architecture to 1750
ART 244 - History of Architecture after 1750
ART/HIS 249/349 - The Designed Environment
ECO 365 - Environmental Economics
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ENV 100 - Environmental Connections
GEOG225 Introduction to Geographic Information Systems (Macalester)
GEOG241 Urban Geography (Macalester)
GEOG321 Geographic Information Systems (St. Thomas)
HIS 316 - US Urban Environmental History
POL 241 - Environmental and River Politics
POL 325 - Politics and Public Policy
SOC 265 - Race, Class and Gender
SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations
SOC 380 - Disaster and Resilience
URB 199 - Internship
URB 295 - Special Topic
URB 299 - Directed Study
URB 395 - Special Topic
Students who are thinking of careers in urban planning are highly encouraged to take courses in Geographic Information
Systems (GIS) at Macalester College (Geography 225, 363 and 365) or at the University of St. Thomas (Geography 221,
321 and 322).
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), Quantitative Reasoning (QR), and Writing (W) are embedded
throughout the core courses and are met by completing the Urban Studies major.
Transfer students must consult the Director of Metro Urban Studies about potential adjustments in their course
requirements to fulfill these skills.
Urban Studies Minor
A total of five courses including:
Core Courses:
SOC/URB 111 - City Life: Introduction to Urban Sociology
POL 122 - Metropolitan Complex
SOC 381 - City and Regional Planning
One of the following:
HIS 316 - US Urban Environmental History
ART/HIS 249/349 - The Designed Environment
SOC 380 - Disaster and Resilience
URB 492 - The City and Environment Keystone
And an approved Urban Studies Elective (see list above).
Off-Campus Study and Study Abroad
Off-campus study is highly recommended for Urban Studies majors. Urban Studies faculty frequently lead short-term
study abroad courses over the winter break and summer. Please check the Center for Global Education and Experience
(CGSS) website and ask Urban Studies faculty about upcoming short-term abroad courses in the major.
For semester-length programs, the Higher Education Consortium for Urban Affairs’ (HECUA) Programs are highly
recommended. These semester-length and summer programs include: Inequality in America, The New Norway, and
Environment and Agriculture, and Art for Social Change Programs (www.hecua.org). Other study abroad programs that
are particularly useful to Urban Studies majors include: IES Metropolitan Studies program in Berlin, Germany
(www.iesabroad.org); and the Danish Institute of Study Abroad’s Urban Studies in Europe Program in Copenhagen,
Denmark (www.disabroad.org). Urban Studies students have participated in programs in other countries as well.
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Please see the program websites, CGEE and the Director of the Urban Studies Program for completing Urban Studies
coursework in off-campus programs.
For a complete list of courses and descriptions, see the Course Description Search.
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Augsburg College Board of Regents
For more details, go to www.augsburg.edu/about/leadership/regents.
Andra Adolfson
Ann B. Ashton-Piper
Karen A. Durant ’81
Matthew K. Entenza, J.D.
Mark A. Eustis
Alexander J. Gonzalez ‘90
Norman R. Hagfors
Jodi L. Harpstead
Bishop Richard N. Hoyme, ex-officio
Diane L. Jacobson, Ph.D.
Rev. Rolf A. Jacobson, Ph.D.
Wayne D. Jorgenson ‘71
Toby Piper LaBelle ‘96
The Honorable LaJune Thomas Lange ’75, J.D.
Steven E. Larson ’71, M.D.
André J. Lewis ’73, Ph.D.
Dennis J. Meyer ‘78
Pamela Hanson Moksnes ‘79
Paul S. Mueller ’84, M.D.
Jeffrey M. Nodland ’77
Lisa M. Novotny ’80
Paul C. Pribbenow, Ph.D.
Curtis A. Sampson
Earl W. Sethre ‘68
Dean A. Sundquist ‘81
Bishop Ann M. Svennungsen, ex-officio
Gary A. Tangwall ’80
Rev. David L. Tiede, Ph.D.
Vicki L. Turnquist
Rev. Norman W. Wahl ’76, D.Min.
Steven J. Wehrenberg ‘78
Rev. Mark N. Wilhelm, Ph.D., ELCA advisory member
ELCA Congregational and Synodical Mission
Executive Director
The Rev. Dr. Stephen Bouman
Program Director for Schools
The Rev. Dr. Mark Wilhelm
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Faculty and Administration
Beginning year of service of faculty and staff is indicated with parentheses.
College Cabinet
Paul C. Pribbenow (2006). President. BA, Luther College; MA, PhD, University of Chicago.
Leif Anderson (1996). Vice President and Chief Information Officer. BA, MPP, University of Minnesota.
Ann L. Garvey (1998). Vice President of Student Affairs. BA, College of St. Catherine; MA, Loyola University; JD,
University of Minnesota.
Rebecca John (2010). Vice President of Marketing and Communication. BA, University of St. Thomas; MA, University of
Phoenix, MBA, Augsburg College.
Karen Kaivola (2013). Provost and Chief Academic Officer and Professor of English BA, Georgetown University; MA,
Ph.D., University of Washington.
Beth Reissenweber (2014). Chief Financial Officer. BS, Elmhurst College; MBA, Indiana University; PhD, University of
Nebraska.
William Mullen (2013). Vice President of Enrollment Management. BA, Lawrence University; MBA, Capella University;
EdD, University of Minnesota.
Heather Riddle (2012). Vice President for Institutional Advancement. BA, Concordia College, Moorhead.
Administration
Sheila Anderson (1991). Director, Academic Advising. BS, Minnesota State University-Moorhead; MA, Augsburg College.
Ron Blankenship (2014) Director, Adult Undergraduate Program, BS, Christian Brothers University, MBA, Christian
Brothers University.
Harry Boyte (2009). Director of the Center for Democracy and Citizenship and Sabo Senior Fellow. BA, Duke University;
MDiv, University of Chicago Divinity School; PhD, Union Institute.
Scott Brownell (2014). Director of Public Safety & Risk Management. AA, Chippewa Valley Technical College; BS, Mount
Senario College; Certified Emergency Manager, Minnesota Division of Homeland Security and Emergency Management.
Dulce Oliva Monterrubio (2014). Director, Hispanic/Latino Student Services. BA, Augsburg College.
Eric Canny (2014). Dean of Global Education. BFA, New York University; MA, New York University.
Tom Carroll (2014). Director of Budget, Finance and Administration. BA, Loras College; MBA Keller Graduate School of
Management of DeVry University.
Jodi Collen (2007). Director, Events and Conference Planning. BA, Wartburg College; MTA, George Washington
University.
Crystal Comer (2012). Registrar. BS, Bemidji State University; MS, Minnesota State University, Mankato.
Amy Cram Helwich (2009). Executive Director of the Minnesota Urban Debate League. BS, University of Wyoming; MPA,
University of Pittsburgh.
Sally Daniels (1979). Director, Parent and Family Relations. BA, Augsburg College.
Rebekah Dupont (1995, 2008). Director, STEM Programs and Associate Professor of Mathematics. BA, University of
Wisconsin, Madison; MS, Ph.D., Washington State University.
Amanda Erdman (2007). Director, Residence Life. BA, Coe College; MAE, University of Northern Iowa.
Nathan Gorr (2006). Director of Graduate Admissions. BA, University of Minnesota, Morris.
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Amy Gort (2009). Dean of Arts and Sciences. Associate Professor of Biology. BS, University of Wisconsin; MS, PhD,
University of Illinois at Champaign-Urbana.
Sarah Griesse (2006). Dean of Students, Student Affairs. BA, Wittenberg University; MA, Ohio State University; PhD,
Loyola University-Chicago.
Nancy Guilbeault (1980). Director, Counseling and Health Promotion. BA, MA, PhD, LP, University of Minnesota.
Nathan J. Hallanger (2008). Senior Analyst, Academic Affairs. BA, Augustana College; MTS, Harvard Divinity School,
Harvard University; PhD, Graduate Theological Union and Pacific Lutheran Theological Seminary.
Kevin Healy (2004). Director, Advancement Services. BS, Carroll College.
Stephen Jendraszak (2015). Director, Marketing Communication. BA, MA, Ball State University.
Benjamin G. Kent (1996). Director, Center for Academic Achievement. BA, University of Wisconsin-Madison; MS,
University of Oregon.
Scott Krajewski (2000). Director of IT Services, Information Technology. BS, Augsburg College; MS, Iowa State University.
Mark Lester (1987). Co-site director, Central America, Center for Global Education. BA, St. Pius X Seminary; MA, Mt. St.
Mary Seminary.
Ann Lutterman-Aguilar (1993). Site director, Mexico, Center for Global Education. BA, Earlham College; MDiv, Yale
University; DMin, San Francisco Theological Seminary.
Kathleen McBride (1988). Co-site director, Central America, Center for Global Education. BA, George Mason University;
EdM, Harvard University.
Donna McLean (1985). Director of Leadership Gifts. BA, University of Minnesota.
Keith Munson (2010, 2012). Director, Career and Internship Services. BA, St. Olaf College; MS, Minnesota State
University, Mankato.
Mary A. Hollerich (2015). Director of Library Services. AB, MS, University of Illinois at Urbana-Champaign.
Aly C. Olson (2001). Director, Student Support Services/TRiO. BA, Grinnell College; MA, University of Minnesota.
Steve Peacock (2008). Director of Community Relations. BA, College of Wooster; MURP, University of Minnesota.
Joanne Reeck (2008). Director of Campus Activities and Orientation. Chief Diversity Officer. BA, MA, University of
Minnesota.
Mohamed Sallam (2006). Director, Pan-Afrikan Center. BA, MA, Minnesota State University, Mankato.
Patrice M. Salmeri (2002). Director, StepUP® Program. BS, Kent State University; MA, Saint Mary’s University.
Doug H. Scott (2007). Director of Leadership Gifts. BA, Eastern University; MDiv, Eastern Baptist Theological Seminary.
Dixie Shafer (2000). Director, Office of Undergraduate Research and Graduate Opportunity. BA, Moorhead State
University; EdM, Rutgers University.
Jennifer R. Simon (2007). Director, American Indian Student Services. BA, University of Minnesota; MA, Minnesota State
University, Mankato.
Leah Spinosa de Vega (2008). Director of Augsburg Abroad. BA, MA, University of Minnesota.
David St. Aubin (2008). Director, Athletic Facilities. BS, University of Minnesota.
Lisa Stock (2013). Director and Chief Human Resources Officer. BSW, MSW, Augsburg College.
Kim Stone (2008) Assistant Vice President for Advancement, Executive Director of the Strommen Center. BA, Minnesota
State University, Mankato; MBA, Nova Southeastern University.
Jeffrey F. Swenson (1986). Athletic Director. BA, Augsburg College; MA, University of Minnesota.
Erica Swift (2013). Director, Sponsored Programs. BA, University of Minnesota; MS, The George Washington University.
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Tina Maria Tavera (2001, 2008). Director, McNair Scholars Program. BA, MA, University of Minnesota.
Jim Trelstad-Porter (1990). Director of International Student and Scholar Services. BA, Augustana College; MA, American
University.
Martha Truax (2007). Director of Annual Giving. BA, Macalester College.
Mary Laurel True (1990). Director of Service-Learning and Community Engagement. BA, St. Catherine University; MSW,
University of Connecticut.
Hli Vang (2014). Director of Pan-Asian Student Services. BS, University of Wisconsin-River Falls; MA, University of
Wisconsin- Lacrosse.
Stephanie Weiss (2010). Director, News and Media Services. BA, University of Minnesota.
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Faculty (Full-time)
A
Phillip C. Adamo (2001). Professor of History. BA, SUNY-Albany; MA and PhD, Ohio State University.
Beth J. Alexander (2000). Associate Professor of Physician Assistant Studies. BS and DPharm, University of Minnesota.
Kristin M. Anderson (1984). Professor of Art. AB, Oberlin College; MA, University of Minnesota; MA, LutherNorthwestern Seminary; PhD, University of Minnesota.
Stuart M. Anderson (1989). Associate Professor of Physics. BA, Augsburg College; PhD, University of Minnesota.
Andrew L. Aoki (1988). Professor of Political Science. BA, University of Oregon; MA, PhD, University of WisconsinMadison.
David B. Apolloni (1989). Associate Professor of Philosophy. BA, University of Minnesota; MDiv, Luther-Northwestern
Seminar; PhD, University of Minnesota.
B
Jennifer Bankers-Fulbright (2008). Associate Professor of Biology. BA, College of Saint Benedict; PhD, Mayo Clinic
College of Medicine.
Eric Barth (2008). Assistant Professor of Physician Assistant Studies. BA, University of St. Thomas; BS, Trevecca Nazarene
University; MPAS, University of Nebraska.
Bruce Batten (2008). Assistant Professor of Business, MBA. BS, Davidson College; PhD, Medical College of Virginia.
Matthew Beckman (2008). Associate Professor of Biology. BA, Brandeis University; PhD, University of Alabama.
Pavel Bělík (2008). Associate Professor of Mathematics. PhD, University of Minnesota.
Susan N. Boecher (2007). Assistant Professor of Art. BFA, University of Minnesota.
Jeanne M. Boeh (1990). Professor of Economics. BS, MA, PhD, University of Illinois.
Laura S. Boisen (1996). Professor of Social Work. BA, Wartburg College; MS, University of Wisconsin-Madison; MPA,
Iowa State University; PhD, University of Minnesota.
Lois A. Bosch (1997). Professor of Social Work. BA, Northwestern College; MSW, University of Iowa; PhD, University of
Illinois at Urbana-Champaign.
Adriane Brown (2012). Assistant Professor of Women’s Studies. BA, Wichita State University; MS, Minnesota State
University, Mankato; PhD, Ohio State University.
Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. BA, MA, PhD, University of Minnesota.
Michael R. Burden (1990). Associate Professor of Theater (Designer and Technical Director). BA, Augsburg College; MFA,
University of Minnesota.
Ralph J. Butkowski (2001). Assistant Professor of Biology. BS, St. Cloud State University; MS, PhD, University of
Minnesota.
C
William C. Capman (1994). Associate Professor of Biology. BA, University of Illinois-Chicago; PhD, University of Illinois at
Urbana-Champaign.
Amanda S. Case (2016). Assistant Professor of Chemistry.
John C. Cerrito (1983). Assistant Professor of Business Administration. BA, Rhode Island College; MS, University of
Wisconsin-Stout; EdD, University of Minnesota.
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Nishesh Chalise (2015). Assistant Professor of Social Work. BSc, Kathmandu University; MSW, PhD, Washington
University in St. Louis.
Kristen A. Chamberlain (2007). Associate Professor of Communication Studies. BS, PhD, North Dakota State University.
Lars D. Christiansen (2001). Associate Professor of Sociology. BA, Clark University; MS, PhD, Florida State University.
Anthony J. Clapp (2001). Associate Professor of Health, Physical Education, and Exercise Science. AA, Golden Valley
Lutheran College; BA, Texas Lutheran College; MA, Southwest Texas State University; PhD, University of Alabama.
Kathleen Clark (2009). Instructor and coordinator, Nursing. BSN, University of Wisconsin; MA and DNP, Augsburg
College.
Stephan Clark (2011). Assistant Professor of English. BA, University of Southern California; MA, University of California,
Davis; PhD, University of Southern California.
Sarah Combellick-Bidney (2009). Associate Professor of Political Science. BA, Oberlin College; MA, PhD, Indiana
University-Bloomington.
Susan Conlin (2015). Instructor of Social Work. BA, University of Minnesota; MS, University of Wisconsin-Madison; MS;
University of Wisconsin-Stout.
David A. Conrad (2000). Associate Professor of Business Administration. BA, Winona State University; MA, EdD, St.
Mary’s University of Minnesota.
Robert J. Cowgill (1991). Associate Professor of English. BA, MA, PhD, University of Minnesota.
Larry J. Crockett (1985). Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological
Seminary; PhD, University of Minnesota
David Crowe (2008). Associate Professor of Biology. BA, Gustavus Adolphus College; PhD, University of Minnesota.
D
Cathleen A. Dalglish (1986). Professor of English. BA, Saint Catherine University; MFA, Vermont College; PhD, The Union
Institute and University.
Jill A. Dawe (1994). Associate Professor of Music. BM, Memorial University of Newfoundland; MM, DMA, Eastman
School of Music.
Susan Degner Riveros (2015). Lecturer in Languages and Cross-Cultural Studies. BA, University of Illinois at UrbanaChampaign; MA, Ph.D, Columbia University.
Ankita Deka (2008). Associate Professor of Social Work. BA, Delhi University; MA, Tata Institute of Social Sciences; PhD,
Indiana University.
Benjamin Denkinger (2011). Assistant Professor of Psychology. BA, Hamline University; PhD, University of Minnesota.
Jacqueline R. deVries Jones (1994). Professor of History. BA, Calvin College; MA, PhD, University of Illinois at UrbanaChampaign.
Douglas J. Diamond (2005). Orchestra Director, Assistant Professor of Music. BM, MM, The Mannes College of Music.
Jennifer D. Diaz (2015). Assistant Professor of Education. BS, MS, PhD, University of Wisconsin-Madison.
George Dierberger (2012). Assistant Professor of Business Administration. BA, University of Minnesota; MBA, Fairleigh
Dickinson University; MIM, EdD, University of St. Thomas.
Suzanne I. Dorée (1989). Professor of Mathematics. BA, University of Delaware; MA, PhD, University of WisconsinMadison.
Susan Druck (1993). Instructor of Music. BA, Iowa State University; MA, University of Iowa.
Rebekah Dupont (2012). Associate Professor of Mathematics, and Director, STEM Programs. BA, University of
Wisconsin-Madison; PhD, Washington State University.
229
E
Wesley B. Ellenwood (2002). Assistant Professor of Communication Studies. BA, University of Minnesota; MFA, Syracuse
University.
Darcey K. Engen (1997). Professor of Theater. BA, Augsburg College; MFA, University of Wisconsin-Madison.
Carol A. Enke (1986). Instructor of Health, Physical Education, and Exercise Science.. BS, MEd, University of Minnesota.
Christina L. Erickson (2004). Associate Professor of Social Work. BS, University of Minnesota; MSW., University of
Minnesota – Duluth; PhD, University of Illinois – Chicago.
Joseph A. Erickson (1990). Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological
Seminary; PhD, University of Minnesota.
Dain Estes (2014). Instructor of Music. BGS, University of Kansas; JD, University of Missouri-Kansas City.
F
Zengqi Vivian Feng (2008). Associate Professor of Chemistry. BS, Linfield College; PhD, University of Illinois.
Margaret J. Finders (2014). Associate Professor of Education. BA, MA, PhD, University of Iowa.
Nancy L. Fischer (2005). Associate Professor of Sociology. BA, Hamline University; MA, The American University; PhD,
State University of New York – Albany.
Richard M. Flint (1999). Assistant Professor of Mathematics. BA, St. Olaf College; MS, Iowa State University.
Kaija Freborg (2011). Assistant Professor of Nursing. BS, University of Wisconsin, Eau Claire; MA, DNP, Augsburg College.
Stacy R. Freiheit (2005). Associate Professor of Psychology. BA, University of Central Florida; MA, PhD, Case Western
Reserve University.
Mark L. Fuehrer (1969). Professor of Philosophy. BA, College of St. Thomas; MA, PhD, University of Minnesota.
G
Keith F. Gilsdorf (2001). Professor of Economics and Interim Dean of Professional Studies. BS, Moorhead State
University; MA, North Dakota State University; PhD, University of Nebraska-Lincoln.
Amy Gort (2009). Associate Professor of Biology and Dean of Arts and Sciences. BS, University of Wisconsin; MS, PhD,
University of Illinois at Urbana-Champaign.
Douglas E. Green (1988). Professor of English. BA, Amherst College; MA, PhD, Brown University.
William D. Green (1991). Professor of History. BA, Gustavus Adolphus College; MA, PhD, JD, University of Minnesota.
Jeanine A. Gregoire (1996). Associate Professor of Education. BS, MA, PhD, University of Minnesota.
Sarah Groeneveld (2016). Assistant Professor of English. BA, Westmont College, MA, PhD, University of WisconsinMadision.
Robert C. Groven (1997). Associate Professor of Communication Studies. BA, Concordia College-Moorhead; MA, JD,
University of Minnesota.
Evren Guler (2011). Assistant Professor of Psychology. BA, University of North Carolina; PhD, University of Minnesota.
H
Matthew J. Haines (2001). Associate Professor of Mathematics. BA, St. John’s University; MS, PhD, Lehigh University.
Lori Brandt Hale (1998). Associate Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD,
University of Virginia.
David R. Hanson (2006). Assistant Professor of Chemistry. BA, PhD, University of Minnesota.
230
Jenny L. Hanson (2013). Assistant Professor of Communication Studies. BA, Augsburg College; MFA, Donau-Universität
Krems.
Milda K. Hedblom (1971). Professor of Political Science. BA, Macalester College; MA, JD, PhD, University of Minnesota.
Annie Heiderscheit (2013). Assistant Professor of Music (Music Therapy). BME, Wartburg College; MS, Iowa State
University; PhD, University of Minnesota.
Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities. BA, Augsburg College; MA,
Macalester College; MA, Columbia University; DMA, Manhattan School of Music.
Melissa Hensley (2010). Associate Professor of Social Work. AB, MSW, Washington University; MHA, University of
Missouri–Columbia; PhD, Washington University.
Stella K. Hofrenning (2000). Associate Professor of Economics. BS, University of Maryland; PhD, University of Illinois.
Christopher Houltberg (2011). Assistant Professor of Art. BA, Azusa Pacific University; MFA, Art Institute of Boston.
I
Ann Impullitti (2010). Associate Professor of Biology. BS, Northern Michigan University; MS, University of Wisconsin;
PhD, University of Minnesota.
Mark D. Isaacson (1998). Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic
Institute.
J
Nancy Johnson (2015). Assistant Professor of Business Administration. BA, MBA, Augsburg College; MAcc, DeVry
University.
K
Roberta S. Kagin (1974). Professor of Music (Music Therapy). BA, Park College; BMusicEd, MMusicEd, University of
Kansas; PhD, Temple University.
Phyllis Kapetanakis (2015). Assistant Professor of Business Administration. BA, BS, Creighton University; MT, Arizona
State University.
Michael Kidd (2008). Associate Professor of Languages and Cross-Cultural Studies. BA, Pomona College; PhD, Cornell
University.
Won Yong Kim (2016). Assistant Professor of Business Administration. BA, MA, Yonsei University; MBA, Thunderbird
School of Global Management, Arizona State University; PhD, Drexel University.
Russell C. Kleckley (2002). Associate Professor of Religion. BA, Newberry College; MDiv, Lutheran Theological Southern
Seminary; DTh, University of Munich.
Merilee I. Klemp (1980). Associate Professor of Music. BA, Augsburg College; MA, University of Minnesota; PhD,
Eastman School of Music.
Jenny Kluznik (2014). Assistant Professor of Physician Assistant Studies. BA, Hamline University; MPH, George
Washington University; MPA, Augsburg College.
Boyd N. Koehler (1967). Associate Professor, Librarian. BA, Moorhead State College; MA, University of Minnesota.
Bibiana D. Koh (2012). Assistant Professor of Social Work. BA, Hartwick College; MA, Columbia University; MSW, Smith
College; PhD, University of Minnesota.
Jayoung Koo (2015). Assistant Professor of Business Administration. BA, MA, Yonsei University; PhD, University of
Minnesota.
Joan C. Kunz (1987). Associate Professor of Chemistry. BS, University of Missouri-St. Louis; PhD, University of WisconsinMadison.
231
Terrance Kwame-Ross (2016). Associate Professor of Education. BA, National Louis University; Med, PhD, University of
Minnesota.
L
Michael J. Lansing (2005). Associate Professor of History. AB, College of William and Mary; MA, Utah State University;
PhD, University of Minnesota.
Mary Y. Lanzerotti (2014) Assistant Professor of Physics. AB, Harvard University; MPhil, University of Cambridge; MS,
PhD, Cornell University.
David V. Lapakko (1986). Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of
Minnesota.
Martha Laskar-Aleman (2008). BS, University of Minnesota; MA, Augsburg College.
Barbara A. Lehmann (2001). Associate Professor of Social Work. BA, Knox College; MSW,Tulane University; PhD, Case
Western Reserve University.
Audrey Lensmire (2011). Assistant Professor of Education. BA, Indiana University; MAT, National-Louis University; PhD
University of Minnesota.
Cheryl J. Leuning (1996). Professor of Nursing. BA, Augustana College; MS, University of Minnesota; PhD, University of
Utah.
Holly Levine (2009). Assistant Professor of Physician Assistant Studies. BA, Northwestern University; MD, Loyola
University Chicago.
Dallas H. Liddle (1999). Associate Professor of English. BA, Grinnell College; PhD, University of Iowa.
Rachel Lloyd (2014). Assistant Professor of Education. BA, Carleton College; MA, PhD, University of Minnesota.
Lori L. Lohman (1990). Associate Professor of Business Administration. BA, MBA, PhD, University of Minnesota.
Mary E. Lowe (2003). Associate Professor of Religion. BA, Pacific Lutheran University; MDiv, Luther Northwestern
Theological Seminary; PhD, Graduate Theological Union.
Jason Lukasik (2016). Assistant Professor of Education and Director, Master of Arts in Education. BA, Med, PhD,
University of Illinois at Chicago.
M
Caroline Maguire (2013). Assistant Professor of Education. BA, Macalester College; MA, University of Minnesota.
M. Elise Marubbio (2003). Associate Professor of American Indian Studies. BFA, Cleveland Institute of Art; MA, PhD,
University of Arizona.
Matthew Maruggi (2008). Assistant Professor of Religion. BA, MA, University of Dayton; PhD, University of St. Thomas.
David C. Matz (2001). Professor of Psychology. BA, Bemidji State University; MS, North Dakota State University; PhD
Texas A & M University.
Virginia McCarthy (2011). Assistant Professor of Nursing. BSN, Creighton University; MN, University of Washington;
DNP, St. Catherine University.
Kristin McHale (2014). Lecturer of Nursing. BS, Winona State University; MA, DNP, Augsburg College.
Marc C. McIntosh (2007). Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard
University; DBA, Argosy University.
Jenna McNallie (2016). Assistant Professor of Communication Studies. BA, Concordia College; MA, University of
Wisconsin,Milwaukee; PhD, Purdue University.
Joyce P. Miller (2004). Assistant Professor of Nursing. AA, Rochester State Junior College; BS, MA, Augsburg College.
232
Thomas. F. Morgan (1983). Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS,
University of Oregon; PhD, University of Minnesota.
Joaquin Munoz (2016). Assistant Professor of Education. BA, MA, PhD, University of Arizona.
David Murr (2008). Associate Professor of Physics. BS, Augsburg College; PhD, Boston University.
Jeremy P. Myers (2006). Associate Professor of Religion. BS, University of Minnesota; MA, PhD, Luther Seminary.
Sarah Myers (2009). Associate Professor of Theater. BS, Northwestern University; MFA, PhD, University of Texas.
O
Susan E. O’Connor (1994). Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University.
Sandra L. Olmsted (1979). Associate Professor of Chemistry. BA, Augsburg College; MS, University of Wisconsin; PhD,
University of Minnesota.
Miles Ott (2014). Assistant Professor of Mathematics. BA, Smith College; MPH, University of Minnesota; MS, Harvard
University; PhD, Brown University.
P
Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. BA, MA, Central School for
Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow.
Donna R. Patterson (2006). Assistant Professor, Education. BA, MEd, University of Minnesota.
Dale C. Pederson (1992). Associate Professor of Biology. BA, Augsburg College; PhD, University of Minnesota.
Skye Peltier (2015). Instructor of Physician Assistant Studies. BA, MPH, University of Minnesota; MPA, Augsburg College.
Noel J. Petit (1984). Professor of Computer Science. BA, St. Olaf College; MS, PhD, University of Minnesota.
Diane L. Pike (1981). Professor of Sociology. AB., Connecticut College; PhD, Yale University.
Timothy D. Pippert (1999). Professor of Sociology. BA, MA, PhD, University of Nebraska-Lincoln.
Q
Alicia Quella (2015). Associate Professor and Program Director, Physician Assistant Studies. BS, Drake University; MPA,
PhD, University of Iowa.
Philip A. Quanbeck II (1987). Associate Professor of Religion. BA, St. Olaf College; MDiv, PhD, Luther Theological
Seminary.
R
Deborah L. Redmond (1981). Assistant Professor of Communication Studies. BA, MA, University of Minnesota.
Kathy J. Reinhardt (1997). Instructor of Language and Cross-Cultural Studies. MA, Middlebury College.
Ana Ribeiro (2014). Assistant Professor of Health, Physical Education, and Exercise Science. BA, UniverCidade; MS, St.
Cloud State University; PhD, University of Minnesota.
M. Bridget Robinson-Riegler (1994). Professor of Psychology. BS, Indiana University; MS, PhD, Purdue University.
Nancy A. Rodenborg (2000). Professor of Social Work. BS, Indiana University; MSW, University of Minnesota; PhD,
Arizona State University.
Kaycee Rogers (2016). Instructor of Education. BA, Luther College; Med, University of Wisconsin, La Crosse.
Brian A. Rood (2015). Assistant Professor of Psychology. BA, BS, Drake University; MA Illinois School of Professional
Psychology; MPH, DePaul University; MA, PhD, Suffolk University.
233
S
Anna Sanchez (2016). Lecturer in Nursing. BA, St. Olaf College; MS, University of Wisconsin, Eau Claire.
Milo A. Schield (1985). Professor of Business Administration. BS, Iowa State University; MS, University of Illinois; PhD,
Rice University.
Emily Schilling (2014). Assistant Professor of Biology and Environmental Studies. BA, Colgate University; MS, PhD,
University of Maine.
John S. Schmit (1990). Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University
of Texas.
Michael D. Schock (1993). Associate Professor of Social Work. BA, University of Washington; MSW, University of
Minnesota; PhD, University of Washington.
Deborah Schuhmacher (2014). Assistant Professor of Nursing. BS, University of North Dakota; MA, DNP, Augsburg
College.
Maggi Seybold (2014). Director of Clinical Education, Physician Assistant Studies. BS, Miami University, MS, University of
Toledo.
Christopher Smith (2011). Assistant Professor of Education. BS, MS, Purdue University; PhD, University of Minnesota,
Twin Cities.
Jody M. Sorensen (2005). Associate Professor of Mathematics. BA, St. Olaf College; MA, PhD, Northwestern University.
Lindsay Starck (2016). Assistant Professor of English. BA, Yale University; MFA, University of Notre Dame; PhD,
University of North Carolina.
Peter J. Stark (2007). Assistant Professor of Business Administration. BS, Northwestern University; MBA, Pepperdine
University
Nancy K. Steblay (1988). Professor of Psychology. BA, Bemidji State University; MA, PhD, University of Montana.
Erik S. Steinmetz (1998). Assistant Professor of Computer Science. BA, Augsburg College; MS, University of Minnesota.
Stuart M. Stoller (1986). Professor of Business Administration. BS, MS, Long Island University.
Martha E. Stortz (2010). Bernhard Christensen Professor of Vocation and Religion. BA, Carleton College; MA, PhD, The
Divinity School, The University of Chicago.
Benjamin L. Stottrup (2005). Associate Professor of Physics. BA, University of Minnesota, Morris; PhD, University of
Washington.
Erika Svanoe (2016). Lecturer in Music. BME, University of Wisconsin, Eau Claire; MM, Oklahoma State University; DMA,
Ohio State University.
Kathryn A. Swanson (1985). Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota.
Tara K. Sweeney (1992). Associate Professor of Art. BS, University of Wisconsin-Stout; MFA, Minneapolis College of Art
and Design.
T
Sonja K. Thompson (1993). Assistant Professor of Music. BM, University of Minnesota; MM, The Juilliard School.
Robert K. Tom (2002). Associate Professor of Art. BFA, University of Hawaii; MFA, Temple University.
Beliza Torres Narváez (2015). Assistant Professor of Theater. BA, University of Puerto Rico; MA, New York University;
PhD, University of Texas.
Joseph Towle (2011). Assistant Professor of Language and Cross-Cultural Studies. BA, North Dakota State University;
MA, PhD, University of Minnesota.
Mark D. Tranvik (1995). Professor of Religion. BA, Luther College; MDiv, Yale University; ThD, Luther Seminary.
234
Alan J. Tuchtenhagen (2011). Director, Master of Arts in Leadership. BS, Westmar College. MA, University of Nebraska;
DPA, Hamline University.
U
Joseph Underhill (1998). Associate Professor of Political Science. BA, University of California-Berkeley; MA, San Francisco
State University; PhD, University of Michigan.
Eileen Kaese Uzarek (2001). Assistant Professor of Health, Physical Education, and Exercise Science. BA, Gustavus
Adolphus College; MS, Minnesota State University, Mankato.
V
Lisa Van Getson (2012). Assistant Professor of Nursing. BS, College of St. Teresa; MA, St. Catherine University; MS,
Winona State University.
Gail Van Kanegan (2014). Assistant Professor of Nursing. BS, Blessing-Rieman College of Nursing; MS, University of
Missouri–Columbia; DNP, Augsburg College.
James A. Vela-McConnell (1997). Professor of Sociology. BA, Loyola University; PhD, Boston College.
W
Mzenga A. Wanyama (2006). Associate Professor of English. BA, MA, University of Nairobi; PhD, University of
Minnesota.
Shana K. Watters (2007). Associate Professor of Computer Science. AA, Northern Virginia Community College; BS, South
Dakota School of Mines and Technology; MS, MA, PhD, University of Minnesota.
Michael T. Wentzel (2011). Assistant Professor of Chemistry. BS, Creighton University; MS, University of Pennsylvania;
PhD, University of Minnesota.
Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement /Licensing. BS, St. Cloud
State University; MS, Syracuse University.
Hans H. Wiersma (2004). Associate Professor of Religion. BA, University of California, San Diego; MDiv, PhD, Luther
Seminary.
X-Y-Z
Henry Yoon (2009). Associate Professor of Psychology. BA, University of California; MA, PhD, University of Minnesota.
Maheen Zaman (2014). Assistant Professor of History. BA, SUNY Stony Brook University; MA, MPhil, PhD, Columbia
University.
John M. Zobitz (2007). Associate Professor of Mathematics. BA, St. John’s University; MA, PhD, University of Utah.
Faculty Emeriti
Ruth L. Aaskov. Professor Emerita of Modern Languages. BA, Augsburg College; MA, Middlebury College; PhD, University
of Wisconsin.
Earl R. Alton. Professor Emeritus of Chemistry/Dean Emeritus. BA, St. Olaf College; MS, PhD, University of Michigan.
Lyla M. Anderegg. Professor Emerita of Psychology. BA, University of Minnesota; MA, Northwestern University.
Barbara L. Andersen. Professor Emerita of English. BA, Northwestern College; MA, Northwestern University.
Margaret J. Anderson. Professor Emerita, Library. BS, MA, University of Minnesota.
Elizabeth Ankeny. Professor Emerita of Education. BA, Augustana College; MA, Morningside College; PhD, Colorado
State University.
235
John E. Benson. Professor Emeritus of Religion. BA, Augsburg College; B.D., Luther Theological Seminary; MA, PhD,
Columbia University.
Anthony A. Bibus, III (1992). Professor Emeritus of Social Work. BA, University of St. Thomas; MA, University of Virginia;
PhD, University of Minnesota.
Julie H. Bolton Professor Emerita of Theater. BS, MFA, University of Minnesota.
Richard A. Borstad. Professor Emeritus of Health and Physical Education. BA, MA, PhD, University of Minnesota.
Nora M. Braun. Professor Emerita of Business Administration. BSBA, University of Missouri-Columbia; MBA, PhD,
University of Minnesota.
Maria L. Brown. Professor Emerita of Social Work. BA, MA, American University; MSW, University of Minnesota.
Francine Chakolis. Professor Emerita of Social Work. BS, Augsburg College; MSW, University of Minnesota.
Grace Dyrud. Professor Emerita of Psychology. BA, MA, PhD, University of Minnesota.
Mark J. Engebretson. Professor Emeritus of Physics. BA, Luther College; MDiv, Luther Theological Seminary; MS, PhD,
University of Minnesota.
Kenneth N. Erickson. Professor Emeritus of Physics. BA, Augsburg College; MS, Michigan State University; PhD, Colorado
State University.
Ronald L. Fedie (1996). Professor Emeritus of Chemistry. BA, University of St. Thomas; PhD, University of Minnesota.
Norman B. Ferguson. Professor Emeritus of Psychology. BA, Franklin and Marshall College; MS, PhD, University of
Wisconsin.
Marilyn E. Florian (1980). Professor Emeritus of Health and Physical Education. BA, Augsburg College; MS, St. Cloud
State University.
Henry G. Follingstad. Professor Emeritus of Mathematics. BEE, MS, University of Minnesota.
Satya P. Gupta. Professor Emeritus of Economics. BS, MS, Agra University, India; MS, PhD, Southern Illinois University.
Donald R. Gustafson. Professor Emeritus of History. BA, Gustavus Adolphus College; MA, PhD, University of Wisconsin.
Arlin E. Gyberg. Professor Emeritus of Chemistry. BS, Mankato State University; PhD, University of Minnesota.
Daniel S. Hanson. Professor Emeritus of Communication Studies. BA, Augsburg College; MA, University of Minnesota.
Edwina L. Hertzberg. Professor Emerita of Social Work. BA, Cedar Crest College; MSW, PhD, University of Minnesota.
Garry W. Hesser Professor Emeritus of Sociology. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD,
University of Notre Dame.
Norman D. Holen. Professor Emeritus of Art. BA Concordia College-Moorhead; MFA, University of Iowa.
Bradley P. Holt. Professor Emeritus of Religion. BA, Augsburg College; BD, Luther Theological Seminary; MPhil, PhD, Yale
University.
John R. Holum. Professor Emeritus of Chemistry. BA, St. Olaf College; PhD, University of Minnesota.
Gretchen Kranz Irvine. Professor Emerita of Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls;
PhD, University of Minnesota.
Irene Khin Khin Jensen. Professor Emerita of History. BA, Rangoon University, Burma; MA, Bucknell University; PhD,
University of Wisconsin.
Duane E. Johnson. Professor Emeritus of Psychology. BA, Huron College; BA, University of Minnesota; ME, South Dakota
State University; PhD, University of Minnesota.
Jeffrey E. Johnson. Professor Emeritus of Physics. BS, MS, MBA, PhD, University of Minnesota.
Martha Johnson. Professor Emerita of Theater. BA, MA, PhD, University of Wisconsin.
236
Amin Kader. Professor Emeritus of Business Administration. BComm, University of Cairo; MBA, University of Michigan.
Kenneth S. Kaminsky. Professor Emeritus of Mathematics. AB, MS, PhD, Rutgers University.
Ashok K. Kapoor. Professor Emeritus of Business Administration. BA, MA, University of Delhi; MA, MBA, University of
Minnesota; PhD, Temple University.
Anne M. Kaufman. Professor Emeritus of Education. BS, MA, PhD, University of Minnesota.
Mary A. Kingsley. Professor Emerita of Modern Languages. BA, St. Olaf College; MA, Middlebury College.
Alvin L. Kloppen. Professor Emeritus of Health and Physical Education. BS, Augustana College; MA, University of South
Dakota.
Steven LaFave. Professor Emeritus of Business Administration. BA, MA, Michigan State University; MBA, University of
Minnesota.
Lynn E. Lindow. Professor Emerita of Education. BS, Mankato State University; MS, North Dakota State University; PhD,
University of Minnesota.
Lynne F. Lorenzen. Professor Emerita of Religion. BA, University of Iowa; MDiv, Northwestern Lutheran Theological
Seminary; MA, PhD, Claremont Graduate School.
Dawn B. Ludwig. Professor Emerita of Physician Assistant Studies. BA, University of Colorado, Denver; MS, PA
Certification, University of Colorado Health Science Center; PhD, Capella University.
Esther G. McLaughlin. Professor Emerita of Biology. BA, PhD, University of California-Berkeley.
Fekri Meziou. Professor Emeritus of Business Administration. BA, University of Tunis; MA, PhD, University of Minnesota.
Erwin D. Mickelberg. Professor Emeritus of Biology. BA, Augsburg College; MA, University of Minnesota.
Mildred “Mike” Mueller. Professor Emerita of Education. BA, MA, Central Michigan University; EdD, University of
Minnesota.
Richard C. Nelson. Professor Emeritus of History. BA, University of Nebraska; MA, PhD, University of Minnesota.
Catherine C. Nicholl. Professor Emerita of English. BA, Hope College; MA, University of Michigan; PhD, University of
Minnesota.
Beverly J. Nilsson. Professor Emerita of Nursing. BS, MS, PhD, University of Minnesota.
Norma C. Noonan. Professor Emerita of Political Science. BA, University of Pennsylvania; MA, PhD, Indiana University.
Vicki L. Olson. Professor Emerita of Education. BS, MA, PhD, University of Minnesota.
Ronald G. Palosaari. Professor Emeritus of English. BA, Bethel College; BDiv, Bethel Seminary; MA, PhD, University of
Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. BA, Eastern Michigan University; MA, PhD, University of Michigan.
Curtis M. Paulsen. Professor Emeritus of Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, The
Fielding Institute.
Lauretta E. Pelton. Professor Emerita of Education. MEd, Marquette University.
Joyce M. Pfaff. Professor Emerita of Health and Physical Education. BA, Augsburg College; MEd, University of Minnesota.
Philip A. Quanbeck, Sr. Professor Emeritus of Religion. BA, Augsburg College; BD, Augsburg Theological Seminary; MTh,
ThD, Princeton Theological Seminary.
Larry C. Ragland. Professor Emeritus of Computer Science. BS, MA, Central Missouri State College; PhD, University of
Texas at Austin.
Bruce R. Reichenbach. Professor Emeritus of Philosophy. BA, Wheaton College; MA, PhD, Northwestern University.
237
Glenda Dewberry Rooney. Professor Emerita of Social Work. BS, University of North Texas; MSW, University of Illinois;
PhD, University of Minnesota.
Marianne B. Sander. Dean of Students Emerita. BA, Valparaiso University; MA, University of Minnesota.
Kathryn Schwalbe. Professor Emerita of Business Administration. BS, University of Notre Dame; MBA, Northeastern
University, PhD, University of Minnesota.
Frankie B. Shackelford. Professor Emerita of Languages and Cross-Cultural Studies. BA, Texas Christian University; PhD,
University of Texas.
Charles M. Sheaffer. Professor Emeritus of Computer Science. BA, Metropolitan State University; MS, PhD, University of
Minnesota.
Eugene M. Skibbe. Professor Emeritus of Religion. BA, St. Olaf College; BT., Luther Theological Seminary; ThD, University
of Heidelberg, Germany.
Robert J. Stacke. Professor Emeritus of Music. Band and Jazz Director. BA, Augsburg College; MACI, College of St.
Thomas; PhD, University of Minnesota.
Clarice A. Staff. Professor Emerita of Social Work. BA, Augsburg College; MS, DSW, Columbia University.
Beverly Stratton. Professor Emerita of Religion. BA, MA, Boston University; ThD, Luther Seminary.
Grace K. Sulerud. Professor Emerita, Library. BA, Augsburg College; MA, University of Minnesota.
Ralph L. Sulerud. Professor Emeritus of Biology. BA, Concordia College, Moorhead; MS, PhD, University of Nebraska.
Karen T. Sutherland. Professor Emerita of Computer Science. AB, Augustana College; two MS degrees; PhD, University of
Minnesota.
Maryann Syers. Professor Emerita of Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota.
Philip J. Thompson. Professor Emeritus of Art. BA, Concordia College, Moorhead; MFA, University of Iowa.
David L. Tiede. Bernhard M. Christensen Professor Emeritus of Vocation and Religion. BA, St. Olaf College; BD, Luther
Theological Seminary; PhD, Harvard University.
Rita R. Weisbrod. Professor Emerita of Sociology. BA, MA, University of Minnesota; PhD, Cornell University.
Mary Louise Williams. Professor Emerita of Social Work. BFA, MSW, University of Pennsylvania.
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Augsburg College 2016-2017 Course Descriptions (as of 7/14/2016)
ACC – Accounting
ACC221
Introduction to Financial Accounting
4 Semester Credits
Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial
statements.... Show more
Augsburg College 2016-2017 Course Descriptions (as of 7/14/2016)
ACC – Accounting
ACC221
Introduction to Financial Accounting
4 Semester Credits
Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial
statements.
Core Curriculum Component: None
Prerequisite(s): None
ACC222
Introduction to Managerial Accounting
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): ACC221(Introduction to Financial Accounting)
ACC295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas
of business administration.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ACC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ACC322
Intermediate Accounting I
4 Semester Credits
An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation
concepts, FASB statements, and other relevant issues as applied to assets.
Core Curriculum Component: None
Prerequisite(s): ACC222(Introduction to Managerial Accounting)
ACC323
Intermediate Accounting II
4 Semester Credits
A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements,
income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders’ equity.
Core Curriculum Component: None
Prerequisite(s): ACC322(Intermediate Accounting I)
1
ACC324
Managerial Cost Accounting
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of MAT163(Introductory
Statistics), MAT373(Probability and Statistics I), MIS379(Quantitative Methods for Business and Economics); ACC221(Introduction to
Financial Accounting), ACC222(Introduction to Managerial Accounting), MKT252(Principles of Marketing)
ACC326
Tax Accounting
4 Semester Credits
The more common and important provisions of planning and compliance for income taxes.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management); ACC221(Introduction to Financial Accounting),
ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ACC423
Auditing
4 Semester Credits
Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial statements.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); ACC323(Intermediate Accounting II)
ACC425
Advanced Accounting
4 Semester Credits
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting.
Core Curriculum Component: None
Prerequisite(s): ACC323(Intermediate Accounting II)
ACC495
Topics
4 Semester Credits
This course is designed for Accounting and Finance majors who want to gain an understanding of accounting information systems.
Introduction to the conceptual framework of accounting information systems using modeling to develop and design of accounting
system using flow charting tools, data and system analysis, implementation of controls and relevant audit procedures. Course
leverages Microsoft Access, Quickbooks modules and other technologies involved in accounting cycles (A/R, payroll, purchasing, etc).
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ACC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
2
AIS – American Indian Studies
AIS105
Introduction to American Indian Studies
4 Semester Credits
Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an overview of
American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian
literature, art, music, and language.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
AIS205
Contemporary American Indians
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
AIS208
Native American Women and Film
4 Semester Credits
This course explores Native American women in film history as racial representations in Hollywood cinema, as political and social
forces in indigenous film, and as role models in documentary.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS233
Women: A Cross-Cultural Perspective
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
AIS264
American Indian in the Cinema
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
AIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS305
3
Indigenous Issues of the Americas
4 Semester Credits
This travel seminar explores issues faced by indigenous people of the Americas. Each group faces similar challenges that manifest
differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion, cultural survival, women's
issues, and political movements through site visits of the dominant culture in each country. Students will learn and interact with
indigenous organizations. This course is cross-listed with Women's Studies. May be taken in conjunction with WST 490 or AIS 490.
Core Curriculum Component: None
Prerequisite(s): None
AIS320
American Indian Women
4 Semester Credits
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 nontribal communities through their activism and traditionalism. This course is cross-listed with women’s studies.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
AIS332
Native American Storytelling
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
AIS355
Themes in American Indian Literature
4 Semester Credits
The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from
the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and
American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or
cultural emphasis as it shifts or arises across the group of texts. Course cross-lists with English.
Core Curriculum Component: None
Prerequisite(s): None
AIS364
Indigenous Filmmakers
4 Semester Credits
Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of indigenous media—
specifically films made by Native Americans. We will explore the political and social forces at work behind the American indigenous film
movement, which responds to mainstream film’s portrayal of Native Americans and provides an extraordinary range in perspectives and
views that inform Native American cultures.
Core Curriculum Component: None
Prerequisite(s): None
AIS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
4
AIS399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS408
Native American Women and Film
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indians), AIS233(Women: A
Cross-Cultural Perspective), AIS264(American Indian in the Cinema), WST201(Foundations in Women's Studies), WST205(Intro to
Lesbian and Gay Studies), WST208(Native American Women and Film), WST241(Environmental and River Politics), WST265(Women
in American Culture), WST281(Topics)
AIS490
Keystone: Indigenous Issues of the Americas
4 Semester Credits
This travel seminar explores issues faced by indigenous people of the Americas. Each group faces similar challenges that manifest
differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion, cultural survival, women's
issues, and political movements through site visits of the dominant culture in each country. Students will learn and interact with
indigenous organizations.
Core Curriculum Component: Keystone
Prerequisite(s): None
AIS495
Topics
4 Semester Credits
Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of North and
South America, and American Indian Literature Seminar.
Core Curriculum Component: None
Prerequisite(s): None
AIS498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS499
Independent Study
4 Semester Credits
An independently designed research project.
Core Curriculum Component: None
Prerequisite(s): None
5
ANT – Anthropology
ANT141
Introduction to Cultural Anthropology
4 Semester Credits
This course serves as an introduction to cultural anthropology. Course objectives include providing students with an understanding of
anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an
awareness of the role cultural anthropology has in understanding contemporary human problems.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
ANT295
Topics in Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ANT495
Topics in Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART – Art
ART100
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART102
Design
4 Semester Credits
A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate theory and application
of basic design elements and principles.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART105
Introduction to Architectural Drawing
4 Semester Credits
This course develops basic skills involved in perceiving and representing the material environment through the study of sketching and
drawing skills.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART106
Introduction to Chinese Calligraphic Arts
4 Semester Credits
6
Introduction and practice of Chinese calligraphic painting and writing.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART107
Drawing
4 Semester Credits
Introduction to foundational drawing from direct observation, memory, and reference. Traditional and experimental media and methods
are explored to develop technical and formal skills in support of individual expression.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART118
Painting I
4 Semester Credits
Introduction to observational and experimental approaches and techniques in acrylic or oil painting. Color theory, composition, painting
methods, and individual expression are emphasized.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART122
Plein Air Sketching I
4 Semester Credits
Introduction to traditional sketching media and approaches for drawing en plein air, outside and on location. Portable, all-weather
materials and processes, and perceptual techniques are emphasized to create a sketchbook of drawings from direct observation.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART124
Graphic Design Production: InDesign
1 Semester Credits
This introductory course focuses on some of the basic features of the most current version of Adobe InDesign and Acrobat Pro so that
the student can navigate the software environment and use InDesign tools to create page layouts. This course explores the process of
creating and managing multiple page layouts with variable page content.
Core Curriculum Component: None
Prerequisite(s): None
ART125
Graphic Design Production: Illustrator
1 Semester Credits
This introductory course focuses on foundational skills in the most current version of Adobe Illustrator so that the student can develop a
confident understanding of the software. Focus is placed on hands-on activities that demonstrate how these techniques can be used in
combination to create engaging vector-based art such as illustrations, logos, advertisements, or other graphic documents.
Core Curriculum Component: None
Prerequisite(s): None
ART126
Graphic Design Production: Photoshop
1 Semester Credits
This introductory course focuses on some of the basic features of the most current version of Adobe Photoshop so that the student can
navigate the software environment and use Photoshop tools to work with photographic images. Focus is placed on hands-on activities
that demonstrate how these techniques can be used in combination to create innovative visual effects.
7
Core Curriculum Component: None
Prerequisite(s): None
ART132
Photography I
4 Semester Credits
This course introduces the technical skills, creative applications, and vocabulary of black-and-white film photography. Technical
lectures and demonstrations cover 35mm camera operation, film processing, and black-and-white darkroom printing. Class lectures,
readings, field trips, and research introduce students to the canon of photographic history, including a broad range of genres, historical
contexts, and artistic practices. Students need a 35mm single lens reflex camera.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART133
Introduction to Digital Photography
4 Semester Credits
This course introduces students to the conceptual and practical principles of digital photography. Fundamental terminology, concepts,
and techniques of digital photography will be explored through lectures, readings, hands-on assignments, and field trips. Studio work
emphasizes photography as a form of creative expression through digital cameras, software, scanners, and printers.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART180
Introduction to Community-Based Photography
4 Semester Credits
This course introduces the technical skills and creative applications of black-and-white photography with coursework that integrates
partnership and service. Art 180 combines art and social research concepts to help students understand how the arts foster community
building and engagement. Class lectures, demonstrations, ssignments, and service will introduce students to documentary work that
will be presented as portfolio to a nonprofit partner. Students need a 35mm single lens reflex camera.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART201
Introduction to Graphic Design
4 Semester Credits
This course provides an introduction to the practice of graphic design. Design principles are explored in creating and organizing through
visual communication. The focus of this class will be building the foundation in design programs such as Adobe InDesign, Illustrator,
and Photoshop, and discovering the visual language necessary to develop as creative problem solvers. Graphic Design majors are
encouraged to take ART 125 and ART 126 before or at the same time as this course.
Core Curriculum Component: Aesthetics, Fine Arts
Prerequisite(s): None
ART202
Typography
4 Semester Credits
Study of the history, development, structures, and application of traditional and contemporary typography; exploration of letterforms
using digital, hand-set type, and hand lettering.
Core Curriculum Component: None
8
Prerequisite(s): ART125(Graphic Design Production: Illustrator) *concurrent registration is acceptable*; ART201(Introduction to
Graphic Design)
ART210
Drawing for Design in Architecture
4 Semester Credits
Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of drawing in architecture,
critical review of drawing conventions and systems, and examination of drawing processes as modes of perception and cognition.
Core Curriculum Component: None
Prerequisite(s): ART105(Introduction to Architectural Drawing)
ART215
Introduction to Web Design
4 Semester Credits
This course provides an introduction to designing for the Internet. Students will learn basic skills for interactive design and will become
familiar with design software to execute their designs.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART221
Sculpture I
4 Semester Credits
An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various materials and
processes.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART223
Print Making I
4 Semester Credits
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART224
Publication Design
4 Semester Credits
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.
Core Curriculum Component: Fine Arts
Prerequisite(s): ART124(Graphic Design Production: InDesign) *concurrent registration is acceptable*; ART202(Typography)
*concurrent registration is acceptable*; ART201(Introduction to Graphic Design)
ART226
Artist Workshop
1 Semester Credits
This course offers students the opportunity to work with a professional artist or designer. Students participate in workshops with the
artist and complete a project through the approach of the guest artist. Emphasis is on working in a professional studio atmosphere.
Course is repeatable.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ART231
9
Pre-Columbian,Colonial, & Contemporary Mexican Art
4 Semester Credits
This course aims to develop an understanding and appreciation of Mexican art from the Pre-Columbian, colonial, and contemporary
periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros, and José Clemente
Orozco. Students will participate in numerous excursions to many museums as well as archaeological and historical sites.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART233
Collaborative Printmaking: A Press Free Approach
4 Semester Credits
This online course is designed to engage creative, imaginative, and technical processes to produce prints without a press and to
interpret works of art. Students learn water-based printmaking techniques while exploring several kinds of collaboration. Students
critically analyze works of art produced by themselves and their peers, and through this analysis they will articulate different theories of
aesthetics.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART240
Art History Survey
4 Semester Credits
A survey of art of the Western world from prehistoric to modern times.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART243
History of Architecture to 1750
4 Semester Credits
History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART244
History of Architecture after 1750
4 Semester Credits
History of architecture and city planning since 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART247
Life Drawing
4 Semester Credits
Introduction to traditional and experimental methods and techniques for drawing the human figure through direct observation of the live
nude model. Perceptual proportions, planes, and individual expression of the human form in space are emphasized.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART249
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions
consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence.
10
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
ART250
Ceramics I
4 Semester Credits
An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with theory, concept, and
form.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART257
Watercolor Painting I
4 Semester Credits
Introduction to foundational techniques, and observational and experimental approaches to watercolor painting. Exploration of color
theory, composition, and individual expression are emphasized. Includes some painting outside on location.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART265
Computer Drafting for Stage and Architecture
4 Semester Credits
Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the computer. Students will
learn how to use basic AutoCAD commands to input information, organize, layout and print 2-D drafting plates, with an emphasis on
drafting for the theater and architecture.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
ART280
Hand Papermaking and Book Arts I
4 Semester Credits
Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of text, image, and form in the
contemporary artist's book.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART290
Native American Art
4 Semester Credits
An exploration of the rich heritage of visual arts from indigenous communities of North America, surveying the dynamic nature of Native
American art spanning from pre-European contact into the present while exploring the political nature of that trajectory as it encounters
cultural change, Western aesthetics, and Western concepts of art. Students will meet Native artists, visit a variety of Native American
art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native American art.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters)
ART299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART300
11
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART305
Junior Exhibition and Review
0 Semester Credits
Junior Exhibition and Review showcases the junior art major’s emerging style and content in a group exhibit to focus exploration in
support of the upcoming senior exhibition. A committee of art department faculty and staff conduct a formal review of the exhibition.
Junior art majors prepare and present an artist statement at the review. (Prereq.: Completion of 16 credits)
Core Curriculum Component: None
Prerequisite(s): None
ART306
Advanced Chinese Calligraphic Arts
4 Semester Credits
Advanced practice of Chinese calligraphic painting and writing.
Core Curriculum Component: None
Prerequisite(s): ART106(Introduction to Chinese Calligraphic Arts)
ART315
Web Design for Graphic Design Majors
4 Semester Credits
This course explores the application of graphic design skills to design and build interactive experiences for the web. Focus is placed on
the interactive design process including design, development and production techniques. Students will be introduced to necessary
technology to create effective user interface designs.
Core Curriculum Component: None
Prerequisite(s): ART125(Graphic Design Production: Illustrator), ART126(Graphic Design Production: Photoshop),
ART201(Introduction to Graphic Design)
ART322
Plein Air Sketching II
4 Semester Credits
Advanced study of drawing en plein air emphasizes creating a sketchbook outside on location to explore advanced observational
technique, significant experiential engagement, complex composition, and emerging personal style using portable all-weather materials
and processes.
Core Curriculum Component: None
Prerequisite(s): ART122(Plein Air Sketching I)
ART324
Design Studio I
4 Semester Credits
As part of the design agency, students will become familiar with working on real-world projects. Through an intense, collaborative,
project-based approach, this class explores the practice of graphic design. Students will extend their learning beyond the classroom
and work with community partners to create a variety of design projects.
Core Curriculum Component: None
Prerequisite(s): ART126(Graphic Design Production: Photoshop), ART201(Introduction to Graphic Design), ART202(Typography)
ART326
Design Studio II
12
4 Semester Credits
As part of the design agency, students will become competent in the skills necessary to execute real-world projects. Through an
intense, collaborative, project-based approach, this class explores the practice of graphic design. Students will extend their learning
beyond the classroom and work with community partners to create a variety of design projects.
Core Curriculum Component: None
Prerequisite(s): ART224(Publication Design), ART305(Junior Exhibition and Review), ART324(Design Studio I)
ART332
Photography II
4 Semester Credits
Advanced study that focuses on refining the skills and visual vocabulary introduced in ART 132. Emphasis on portfolio development
using advanced black-and-white materials. Semester projects encourage individual creativity and examination of critical issues in
contemporary photography. Students must provide their own 35mm camera.
Core Curriculum Component: None
Prerequisite(s): ART132(Photography I)
ART333
Advanced Digital Photography
4 Semester Credits
This advanced course explores the technical, creative, conceptual, and ethical aspects of digital photography. Through a series of
lectures, demonstrations, projects, critiques, and guest presenters, students will expand their knowledge of photography using digital
technology within the fine arts context. Students will also spend time shooting assignments, working in the computer lab, attending
exhibitions, reading the text, and writing.
Core Curriculum Component: None
Prerequisite(s): ART133(Introduction to Digital Photography)
ART340
Digital Imaging
4 Semester Credits
Exploration of visual communications in the electronic environments using various software programs to create digital images,
animation, and digital games.
Core Curriculum Component: None
Prerequisite(s): None
ART347
Advanced Drawing
4 Semester Credits
Advanced study of drawing emphasizes open exploration of drawing media, methods, and surfaces in support of subject matter,
themed series, individual style, and original expression.
Core Curriculum Component: None
Prerequisite(s): 1 of ART107(Drawing), ART247(Life Drawing), ART322(Plein Air Sketching II)
ART349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions
consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
ART351
Ceramics II
13
4 Semester Credits
Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and handbuilding
techniques combined with theory, concept, and form.
Core Curriculum Component: None
Prerequisite(s): ART250(Ceramics I)
ART352
Women and Art
4 Semester Credits
A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native American
women.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
ART355
Painting II
4 Semester Credits
Advanced study in acrylic or oil painting emphasizes individual expression and emerging style through advanced color theory, series
development, and exploration of individual subject matter, approach, and method.
Core Curriculum Component: None
Prerequisite(s): ART118(Painting I)
ART357
Watercolor Painting Il
4 Semester Credits
Advanced study in watercolor painting emphasizes individual expression and emerging style through advanced color theory, series
development, and exploration of individual subject matter, approach, and method.
Core Curriculum Component: None
Prerequisite(s): ART257(Watercolor Painting I)
ART368
Print Making II
4 Semester Credits
Continued exploration of intaglio, relief, and mono/unique methods. Use oflarger formats, multiple plates, and an emphasis on color are
encouraged.
Core Curriculum Component: None
Prerequisite(s): ART223(Print Making I)
ART380
Hand Papermaking and Book Arts II
4 Semester Credits
Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression.
Core Curriculum Component: None
Prerequisite(s): ART280(Hand Papermaking and Book Arts I)
ART382
Scandinavian Arts
4 Semester Credits
The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design.
Core Curriculum Component: None
14
Prerequisite(s): None
ART385
Prehistoric and Ancient Art
4 Semester Credits
The art of the Ice Age through the Roman period to the fourth century A.D.
Core Curriculum Component: None
Prerequisite(s): None
ART386
Medieval Art
4 Semester Credits
Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
ART387
Renaissance and Baroque Art
4 Semester Credits
European painting, sculpture, and architecture, from the 14th through the 18th centuries.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
ART388
Modern Art
4 Semester Credits
Painting, sculpture, and architecture from Neoclassicism through the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
ART389
American Art
4 Semester Credits
A study of early colonial through contemporary American art, architecture, and folk arts.
Core Curriculum Component: None
Prerequisite(s): None
ART390
Native American Art
4 Semester Credits
This course surveys the rich and dynamic heritage of visual arts from indigenous communities of North America, spanning from preEuropean contact into the present. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and
learn about the cultural, social, and political context surrounding Native American art. ART390 is open to art history students only.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters); ART240(Art History Survey)
ART396
Internship
15
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART405
Senior Exhibition and Faculty Review
0 Semester Credits
Senior Exhibition and Faculty Review is a practical approach, exemplifying best visual arts practice and showcasing the senior art
major’s body of work through a solo or two-person exhibit. A committee of two art department faculty and one outside department
faculty/staff of choice conducts a formal review of the exhibition.
Core Curriculum Component: None
Prerequisite(s): ART305(Junior Exhibition and Review)
ART424
Advanced Design Studio III
4 Semester Credits
As part of the design agency, students will learn the principles of leading a team through real-world projects. Through an intense,
collaborative, project-based approach, this class explores the practice of graphic design as well as the components of managing
creative projects. Students will extend their learning beyond the classroom and work with community partners to create a variety of
design projects. Emphasis is placed on cultivating the student's personal interests and abilities, editing and refining the range and
quality of portfolio work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): ART315(Web Design II), ART326(Design Studio II)
ART425
Advanced Design Studio IV
4 Semester Credits
As part of the design agency, students will lead teams through real-world projects. Through an intense, collaborative, project-based
approach, this class explores the practice of graphic design as well as competencies of managing creative projects. Students will
extend their learning beyond the classroom and work with community partners to create a variety of design projects.
Core Curriculum Component: Keystone
Prerequisite(s): ART424(Advanced Design Studio III) *concurrent registration is acceptable*
ART478
Sculpture II
16
4 Semester Credits
Advanced work in sculpture and three-dimensional design.
Core Curriculum Component: None
Prerequisite(s): ART221(Sculpture I)
ART498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ASL – American Sign Language
ASL101
Beginning American Sign Language I
4 Semester Credits
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own
signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
ASL102
Beginning American Sign Language II
4 Semester Credits
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own
signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people.
Core Curriculum Component: Modern Language 2
Prerequisite(s): ASL101(Beginning American Sign Language I)
AUG – Augsburg Seminar
AUG101
Augsburg Seminar
1 Semester Credits
A weekly seminar linked to a course or course pair that integrates course content with learning strategies and community-building
opportunities beneficial to beginning college students. While the content course is graded on a traditional point basis, Augsburg
Seminar is graded 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)
Core Curriculum Component: None
Prerequisite(s): FIRSTYEAR(First Year Student)
AUG102
Augsburg Seminar
0 Semester Credits
17
This individualized directed study course is available through moodle (course management system) only to students who did not pass
AUG 101. Assignments involving reflection and engaging with campus offices and programs guide students’ progress toward
graduation and future careers. A fee is charged during the semester when all requirements are satisfactorily completed. Contact the
Director of AugSem for more information.
Core Curriculum Component: None
Prerequisite(s): None
AUGEX – Augsburg Experience
AUGEX1
Augsburg Experience - Non-credit International Immersion
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX1(Augsburg Experience, Study Abroad)
AUGEX2
Augsburg Experience - Faculty/Student Research
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX2(Augsburg Experience, Faculty/Student Research)
AUGEX3
Augsburg Experience - Non-credit Internship
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX3(Augsburg Experience, Non-credit Internship)
AUGEX4
Augsburg Experience - Work Connections
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX4(Augsburg Experience, Work Connections)
BIO – Biology
BIO102
The Biological World
4 Semester Credits
The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by
scientists to gather and analyze data and propose and test hypotheses are considered. Concurrent registration in BIO102L is required.
(Three one-hour lectures, one three-hour laboratory. Does not apply to the major or minor.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
BIO102L
The Biological World Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO102(The Biological World) *concurrent registration is required*
BIO103
Human Anatomy and Physiology
18
4 Semester Credits
A survey of the structure and function of the human body. Concurrent registration in BIO103L is required. (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.) Students are
strongly encouraged to take CHM 102 or another chemistry course before taking this class.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HPE104(Components of Fitness Training), MUS101(Materials of Music I), MUS111(Aural Skills I)
BIO103L
Human Anatomy and Physiology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO103(Human Anatomy and Physiology) *concurrent registration is required*
BIO118
Environmental Biology
4 Semester Credits
Analyze the most important issues in environmental biology with special emphasis on biodiversity, drawing particularly from examples
in Mexico. Students will learn about theoretical and applied issues regarding the ecological framework of tropical America through
lectures, required readings, fieldwork, and lab work. Concurrent registration in BIO118L is required. This course may be used as a
substitute to meet the ENV 120 requirement in the ENV major, and meets the Natural Sciences LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO118L
Environmental Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO118(Environmental Biology) *concurrent registration is required*
BIO121
Human Biology
4 Semester Credits
An introduction to basic biological principles with a human perspective and application. Includes discussion of the molecular and cellular
basis of life, genetics and genetic disease, selected organ systems and disease, and the sustainability of life on Earth. Concurrent
registration in BIO121L is required. (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 102 before taking this class. )
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO121L
Human Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO121(Human Biology) *concurrent registration is required*
BIO150
Introductory Biology Workshop
2 Semester Credits
An elective workshop for students concurrently enrolled in BIO 151 Introductory Biology. Students will explore topics covered in BIO
151 in more depth using AVID-based strategies for succeeding in college-level biology courses. P/N grading only.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*, CONSENT(Consent of Instructor)
19
BIO151
Introductory Biology
4 Semester Credits
First of a two-semester sequence. An introduction to biology for science majors, including cell and molecular biology, energy
metabolism, genetics. BIO 151 and 152 must be taken in sequence except by permission of instructor. Concurrent registration in
BIO151L is required. (Three hours of lecture, three hours laboratory, some Saturday field trips.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
BIO151L
Introductory Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*
BIO152
Evolution, Ecology and Diversity
4 Semester Credits
Second of a two-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for science majors.
Concurrent registration in BIO152L is required. (Three hours of lecture, four hours laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO151(Introductory Biology)
BIO152L
Evolution Ecology and Diversity Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO152(Evolution, Ecology and Diversity) *concurrent registration is required*
BIO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of BIO113(Introductory Organismal Biology), BIO114(Intro Genetics Evolution and Ecolo); All of
BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO253
Introductory Cellular Biology
4 Semester Credits
An introduction to structure and function in tissues, cells, and subcellular organelles. Concurrent registration in BIO253L is required.
(Three hours lecture, four hours laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II)
BIO253L
Introductory Cellular Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology) *concurrent registration is required*
BIO255
Genetics
20
4 Semester Credits
A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and genomics. Special
topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary genetic model systems will be
utilized in laboratory experiments. Concurrent registration in BIO255L is required. (Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II), MPL(Math
Placement Group 3)
BIO255L
Genetics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO255(Genetics) *concurrent registration is required*
BIO297
Directed Study: Research in Biology
2 Semester Credits
Directed research with a faculty mentor. No more than two terms may be applied to minimum graduation requirements. Requires
permission of instructor and chair of the department. (Pass/No Pass only)
Core Curriculum Component: None
Prerequisite(s): None
BIO299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO351
Invertebrate Zoology
4 Semester Credits
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. Concurrent registration in
BIO351L is required. (Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO351L
Invertebrate Zoology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO351(Invertebrate Zoology) *concurrent registration is required*
BIO353
Comparative Vertebrate Anatomy
4 Semester Credits
Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. A study of vertebrate anatomy integrating
the perspectives of embryology, morphology and phylogeny. Concurrent registration in BIO353L is required. (Three hours of lecture,
four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO353L
Comparative Vertebrate Anatomy Lab
21
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO353(Comparative Vertebrate Anatomy) *concurrent registration is required*
BIO361
Plant Biology
4 Semester Credits
A survey of the diversity and evolution of algae and plants. Topics on plant anatomy, physiology, phylogeny, ecological and economic
importance, and plant-microbe interactions are integrated throughout. Concurrent registration in BIO361L is required. (Three hours of
lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO361L
Plant Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO361(Plant Biology) *concurrent registration is required*
BIO369
Biochemistry
4 Semester Credits
The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are protein structure
and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic regulation. Concurrent registration in
BIO369L is required. (Three hours lecture, four hours laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Biostatistics),
MAT248(Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular Biology), CHM351(Organic
Chemistry I)
BIO369L
Biochemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry) *concurrent registration is required*
BIO396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BIO398
Internship
2 Semester Credits
Core Curriculum Component: None
22
Prerequisite(s): None
BIO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BIO440
Plant Physiology
4 Semester Credits
An introduction to the basic principles of how plants function. Emphasis will be on the flowering plants and the processes involved with
photosynthesis, growth, development, and water relations. The impact of abiotic and biotic stressors on plant physiology will be
discussed. Concurrent registration in BIO440L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO440L
Plant Physiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO440(Plant Physiology - Co-Req) *concurrent registration is required*
BIO471
Advanced Cellular and Molecular Biology
4 Semester Credits
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, the cytoskeleton
and select additional topics. Concurrent registration in BIO471L is required. (Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry)
BIO471L
Advanced Cellular and Molecular Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO471(Advanced Cellular and Molecular Biology) *concurrent registration is required*
BIO473
Animal Physiology
4 Semester Credits
A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of
these functions, emphasizing vertebrates. Concurrent registration in BIO473L is required. (Three hours of lecture, four hours of
laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Biostatistics),
MAT248(Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular Biology)
BIO473L
Animal Physiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO473(Animal Physiology) *concurrent registration is required*
23
BIO474
Developmental Biology
4 Semester Credits
A study of development from the embryonic to adult stages. The course will focus on the physiological, molecular, and morphological
changes that occur during development. Additional topics to be covered will include evolutionary developmental biology (evo devo),
teratology, stem cells, regeneration, and cell death. Concurrent registration in BIO474L is required. (Three hours of lecture, four hours
of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO474L
Developmental Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO474(Developmental Biology) *concurrent registration is required*
BIO475
Neurobiology
4 Semester Credits
An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and motor systems,
mechanisms of learning and memory, animal behavior, and human cognition. Concurrent registration in BIO475L is required. (Three
hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO475L
Neurobiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO475(Neurobiology) *concurrent registration is required*
BIO476
Microbiology
4 Semester Credits
An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention
paid to human pathogens. Concurrent registration in BIO476L is required. (Three hours lecture, four hours laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO476L
Microbiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO476(Microbiology) *concurrent registration is required*
BIO481
Ecology
4 Semester Credits
A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow,
nutrient cycling, a survey of biomes, population and community ecology, and conservation. Concurrent registration in BIO481L is
required. (Three hours lecture, four hours laboratory, some Saturday field trips.)
Core Curriculum Component: None
24
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); 1 of MAT114(Precalculus),
MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I);
BIO152(Evolution, Ecology and Diversity)
BIO481L
Ecology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO481(Ecology) *concurrent registration is required*
BIO485
Advanced Topics in Biology
2 Semester Credits
An exploration of advanced topics in biology. Students will learn the foundational concepts of a topic of ongoing research in the
biological sciences, and apply that knowledge as they read and discuss current scientific literature in that subject. Check Records and
Registration for the topic and title of a given section. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), BIO253(Introductory Cellular Biology),
BIO255(Genetics)
BIO486
Immunology
4 Semester Credits
A study of the mechanisms by which the immune system can recognize and neutralize or destroy foreign molecules and organisms.
Aspects of immune dysfunction in allergy, autoimmunity, cancer and immunodeficiency are included. Concurrent registration in
BIO486L is required. (Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology), BIO255(Genetics)
BIO486L
Immunology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO486(Immunology) *concurrent registration is required*
BIO490
Biology Keystone
2 Semester Credits
A seminar course that fulfills the keystone requirement. Several important biological issues that have ethical and societal implication
and ramifications are explored, including the topics of the vocation of a scientist, connections between faith and science, and moral,
ethical, and societal challenges faced by scientists. For senior biology majors.
Core Curriculum Component: Keystone
Prerequisite(s): None
BIO495
Special Topics in Biology
4 Semester Credits
Courses covering special topics not otherwise covered by our other course offerings. Topics may vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO495L
Topics: Lab
25
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO495(Special Topics in Biology) *concurrent registration is required*
BIO497
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BUS – Business Administration
BUS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS200
Exploring Business as a Vocation
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
BUS242
Principles of Management
4 Semester Credits
Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and
responsibility; analysis of the role of the professional manager.
Core Curriculum Component: None
Prerequisite(s): None
BUS254
Entrepreneurship
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
BUS295
Topics
4 Semester Credits
26
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas
of business administration.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS301
Business Law
4 Semester Credits
Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial
Code.
Core Curriculum Component: None
Prerequisite(s): None
BUS340
Human Resource Management
4 Semester Credits
Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of
the worker with the goals of the firm and society.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS362
International Business
4 Semester Credits
This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign
governments. Each topic is supported with real-life case studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level); 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles of
Marketing)
BUS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS397
Internship
2 Semester Credits
BUS397 provides direction and support for students completing internships. Classroom meetings will be scheduled.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS398
Internship
27
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS399
Internship
4 Semester Credits
BUS399 provides direction and support for students completing internships. Classroom meetings will be scheduled.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS440
Strategic Management
4 Semester Credits
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and
sectors.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS461
Global Business Management: Mexico and Emerging Markets - Mexico
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of BUS200(Exploring
Business as a Vocation), BUS242(Principles of Management)
BUS465
International Management
4 Semester Credits
This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage
across national borders.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
BUS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CAP – General Studies
CAP001
CAP Seminar
28
0 Semester Credits
Program (CAP). During individual meetings, students will work with an academic skills coach to develop study skills, address affective
needs, and transition to college life. Meeting time is arranged with skills coach. (.0 course; P/N grading only; Prereq: conditional admit
status).
Core Curriculum Component: None
Prerequisite(s): None
CCS – Languages and Cross-Cultural Studies
CCS100
Introduction to Cultural Studies
4 Semester Credits
This course is an introduction to the critical study of cultures and cross-cultural difference. It examines the connections between social
relations and the production of meaning. It sets the stage for global citizenship by revealing how our "position" in the world affects the
way we view, interpret, and interact with other cultures.
Core Curriculum Component: Humanities
Prerequisite(s): None
CCS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
29
Prerequisite(s): None
CHM – Chemistry
CHM102
Chemistry for Changing Times
4 Semester Credits
Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic
chemistry. Concurrent registration in CHM102L is required. Does not count toward a chemistry major or minor.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
CHM102L
Chemistry for Changing Times Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM102(Chemistry for Changing Times) *concurrent registration is required*
CHM115
General Chemistry I
4 Semester Credits
This is the entry course for chemistry and related science majors, including biology and physics. Course topics include an introduction
to matter and measurements, chemical equations, stoichiometry, energetics, electronic structure, and bonding theory. QF course.
Concurrent registration in CHM115L is required. (Three one-hour lectures, one three-hour laboratory. High school chemistry
recommended. Fall and Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
CHM115L
General Chemistry I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM115(General Chemistry I) *concurrent registration is required*
CHM116
General Chemistry II
4 Semester Credits
A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. QF course.
Concurrent registration in CHM116L is required. (Three one-hour lectures, one three-hour laboratory. Spring and Summer)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM115(General Chemistry I)
CHM116L
General Chemistry II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM116(General Chemistry II) *concurrent registration is required*
CHM199
Internship
4 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): None
CHM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM351
Organic Chemistry I
4 Semester Credits
Basic periodic trends and bonding principles are emphasized with focus on the first row elements. Spectroscopic and separation
methods are introduced for both functional group and structural analysis of organic compounds, including IR, MS, GC, NMR, and
chromatography. Concurrent registration in CHM351L is required.
Core Curriculum Component: None
Prerequisite(s): CHM116(General Chemistry II)
CHM351L
Organic Chemistry I Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM351(Organic Chemistry I) *concurrent registration is required*
CHM352
Organic Chemistry II
4 Semester Credits
Organic functional groups are analyzed in multi-step synthesis. Retro-synthetic analysis is emphasized and practiced including
oxidations, reductions, substitutions, eliminations, and aldol reactions. Concurrent registration in CHM352L is required.
Core Curriculum Component: None
Prerequisite(s): CHM351(Organic Chemistry I)
CHM352L
Organic Chemistry II Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II) *concurrent registration is required*
CHM353
Quantitative Analytical Chemistry
4 Semester Credits
Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and
spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace
analysis. QA course. Concurrent registration in CHM353L is required. (Three hours of lecture, one four-hour laboratory. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry (no longer offered)), CHM116(General Chemistry II); 1 of MAT105(Applied
Algebra), MPL(Math Placement Level 3)
CHM353L
Quantitative Analytical Chemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM353(Quantitative Analytical Chemistry) *concurrent registration is required*
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CHM362
Chemical Thermodynamics, Statistical Mechanics, and Kinetics
4 Semester Credits
Studies three of the fundamental theoretical concepts of physical chemistry: thermodynamics, statistical mechanics, and kinetics.
Concurrent registration in CHM362L is required. (Three one-hour lectures, one four-hour laboratory).
Core Curriculum Component: None
Prerequisite(s): CHM116(General Chemistry II), MAT145(Calculus I), MAT146(Calculus II), PHY121(General Physics I),
PHY122(General Physics II)
CHM362L
Chemical Thermodynamics, Statistical Mechanics, and Kinetics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics) *concurrent registration is required*
CHM367
Properties of Polymers
4 Semester Credits
Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical chemistry prerequisites to
unfold the details of macromolecules. Spring, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics), CHM368(Quantum Chemistry,
Molecular Structure, and Spectroscopy); CHM352(Organic Chemistry II)
CHM368
Quantum Chemistry, Molecular Structure, and Spectroscopy
4 Semester Credits
Studies fundamental theoretical concepts of physical chemistry including: quantum mechanics with molecular structure, spectroscopy,
and interactions applications. Concurrent registration in CHM368L is required. (Three one-hour lectures, one four-hour laboratory).
Core Curriculum Component: None
Prerequisite(s): CHM116(General Chemistry II), MAT145(Calculus I), MAT146(Calculus II), PHY121(General Physics I),
PHY122(General Physics II)
CHM368L
Quantum Chemistry, Molecular Structure, and Spectroscopy Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy) *concurrent registration is required*
CHM370
BioOrganic Chemistry
4 Semester Credits
The study of chemistry in biological systems is one of five core areas of chemistry: inorganic, organic, physical, analytical, and
biological, all exquisitely expressed in living organisms. Relationships between chemical structure, bond strengths and resulting
physical/chemical properties, acid-base and metal-catalyzed/assisted reactions, kinetics/thermodynamics, and redox processes are
studied in the context of information storage, transmission, expression, and control.
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II)
CHM397
Internship
2 Semester Credits
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Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CHM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CHM464
Advanced Organic Chemistry
4 Semester Credits
Advanced mechanistic analysis of modern synthetic transformations is covered both in lecture and lab. Modern instrumentation is used
in multi-step synthesis to analyze reaction data. Concurrent registration in CHM464L is required.
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II)
CHM464L
Advanced Organic Chemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM464(Advanced Organic Chemistry) *concurrent registration is required*
CHM470
Principles of Medicinal Chemistry
4 Semester Credits
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. A prior course in biochemistry is recommended. (Spring,
even years)
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II)
CHM481
Instrumental Analysis
4 Semester Credits
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, chromatography, electroanalytical, and
surface analysis methods are covered. Concurrent registration in CHM481L is required.
Core Curriculum Component: None
Prerequisite(s): CHM353(Quantitative Analytical Chemistry)
CHM481L
Instrumental Analysis Lab
0 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): CHM481(Advanced Analytical Chemistry) *concurrent registration is required*
CHM482
Advanced Inorganic Chemistry
4 Semester Credits
Study of inorganic substances and their 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. Concurrent registration in CHM482L is required. (Three one-hour lectures, one three-hour laboratory. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics), CHM368(Quantum Chemistry,
Molecular Structure, and Spectroscopy); CHM352(Organic Chemistry II)
CHM482L
Advanced Inorganic Chemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM482(Advanced Inorganic Chemistry) *concurrent registration is required*
CHM491
Chemistry Seminar
0 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
CHM495
Topics
4 Semester Credits
Study of a specific area building upon inorganic, analytical, physical, and organic chemistry.
Core Curriculum Component: None
Prerequisite(s): None
CHM497
Introduction to Chemistry Research
0 Semester Credits
Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a
summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a
course). Cooperative education is an excellent opportunity to be involved in industrial research projects.
Core Curriculum Component: None
Prerequisite(s): None
CHM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): None
COM – Communication
COM111
Public Speaking
4 Semester Credits
The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. Note:
Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall, spring)
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM112
Contest Public Speaking
4 Semester Credits
Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend three
interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive speaking, speaking
to entertain, and/or communication analysis. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit.
(Fall)
Core Curriculum Component: None
Prerequisite(s): None
COM115
Scientific and Technical Public Speaking
4 Semester Credits
An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational material as
introduction to public speaking, including: delivery, argumentation, persuasion, and audience analysis. This material is then applied to
specific contexts common in technical fields, with special attention to distinguishing expert or lay audiences, and the use of technical
vocabulary and notation systems. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM120
Mass Media and Popular Culture
4 Semester Credits
This course is a survey of the mass media in popular culture. Students will examine the different types of mass media and will gain an
understanding of what popular culture is and why it is important. The course examines the importance of media criticism and the impact
that media have had on culture and society. Students are encouraged to think critically about media and media consumption.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM243
Studio Production
4 Semester Credits
This is an introductory television production course utilizing three cameras in a live studio environment. This course emphasizes the
demands of live television production, such as collaborative team effort, pre-production, time management, and meeting deadlines.
Through a series of exercises, students learn the skills required to produce a live 30-minute news magazine program. (Fall)
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Core Curriculum Component: None
Prerequisite(s): None
COM247
Documentary History and Theory
4 Semester Credits
This course studies the history of film’s nonfiction art form, as well as the theoretical methods of engaging the world through a lens.
Through the study of selected documentaries, students will identify and analyze the filmmaker’s point of view and the methods used to
deliver the message.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM254
Interpersonal Communication
4 Semester Credits
A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships
and help to overcome communication barriers.
Core Curriculum Component: None
Prerequisite(s): None
COM260
Environmental Communication
4 Semester Credits
We are bombarded with messages about the natural world every day from many different sources. Environmental communication
comes to us through commercials, television, movies, public policy debates, the scientific and technical sphere, and social media.
Environmental messages originate from groups, organizations and individuals with a variety of goals. COM 260 encourages a deeper
understanding of our relationship with the world around us.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM280
Introduction to Communication Studies
4 Semester Credits
An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for the field of
communication studies.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM281
Research Methods
4 Semester Credits
This course focuses on the differing methods used by communication scholars to ask and answer questions about the nature of human
interaction. It examines various types of research methods, both qualitative and quantitative, such as experimental research, survey
research, ethnographic research, textual analysis, content analysis, and historical/critical research.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level)
COM295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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COM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM321
Business and Professional Speaking
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public
Speaking), SPC111(Public Speaking)
COM329
Intercultural Communication
4 Semester Credits
This course explores cultural differences and their implications for communication, including differences in values, norms, social
interaction, and code systems.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM345
Organizational Communication
4 Semester Credits
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships,
management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication
problems.
Core Curriculum Component: None
Prerequisite(s): None
COM351
Argumentation
4 Semester Credits
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build
and analyze public arguments that confront students in their everyday lives.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public
Speaking); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing
for Liberating Letters), WPL(Writing Placement Level); COM280(Introduction to Communication Studies)
COM352
Persuasion
4 Semester Credits
Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of
persuasion.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public
Speaking); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); COM280(Introduction to Communication Studies),
COM281(Research Methods)
COM355
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Small Group Communication
4 Semester Credits
A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict management.
Core Curriculum Component: None
Prerequisite(s): None
COM396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM405
Nonverbal Communication
4 Semester Credits
This course focuses on the nonverbal elements of communication. Nonverbal communication encompasses all communication except
the spoken word. In order to fully explore the functions of nonverbal communication in everyday life, students will conduct a research
project that looks at nonverbal communication in depth.
Core Curriculum Component: None
Prerequisite(s): COM281(Research Methods)
COM415
Advanced Critical Media Studies
4 Semester Credits
This course explores the role that various media, such as film, television, and the internet play in shaping and influencing society.
Topics covered include theories of influence and effects, representations of gender, race, and class, ownership and democracy, and
new media. After taking this course, students should possess heightened understanding and appreciation of media’s significance and
impact in the world.
Core Curriculum Component: None
Prerequisite(s): COM120(Mass Media and Popular Culture)
COM480
Public Relations/Promotional Communication
4 Semester Credits
38
Public relations in the modern world of communication, marketing, and business. An overview of public relations as a career and a
survey of basic promotional communication in profit and nonprofit organizations.
Core Curriculum Component: None
Prerequisite(s): None
COM490
Keystone: Critical Conversations about Vocation
4 Semester Credits
A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course satisfies the
Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of COM351(Argumentation), COM352(Persuasion)
COM495
Communication Topics
4 Semester Credits
Selected topics in communication with emphasis on the use of primary sources and methodology of research.
Core Curriculum Component: None
Prerequisite(s): None
COM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC – Computer Science
CSC160
Introduction to Computer Science and Communication
4 Semester Credits
An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical
circuits, network concepts, the Internet, and programming.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
CSC170
Introduction to Programming
4 Semester Credits
A study of problem-solving, algorithm development, and programming using a high-level programming language. Concurrent
registration in CSC170L is required. (Three hours of lecture, one-and-one-half hours of lab.)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
CSC170L
Introduction to Programming Lab
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0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming) *concurrent registration is required*
CSC199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC210
Data Structures
4 Semester Credits
Data structures such as linked lists, stacks, and queues; recursion. Concurrent registration in CSC210L is required. (Three hours of
lecture, one-and-one-half hours of lab.)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4)
CSC210L
Data Structures Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC210(Data Structures) *concurrent registration is required*
CSC240
Intro to Networking and Communications
4 Semester Credits
Principles and methods of data communications, information theory, distributed processing systems, network protocols and security,
standards, network management, and general computer interfacing.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); CSC160(Introduction to Computer Science and
Communication)
CSC250
Game Programming on the Web
4 Semester Credits
An introduction to game design, HTML5, Javascript, cascading style sheets, HTML5 Canvas, theories of game mechanics and fiction,
psychological flow, game engines, interfaces, knowledge creation, complex decisions, relation of Java to JavaScript, and videogame
history. Prerequisite: CSC 170 or equivalent.
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming)
CSC272
UNIX and C
4 Semester Credits
Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming
methods and has done programming in some other language.
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming)
CSC299
Directed Study
40
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC320
Algorithms
4 Semester Credits
A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling
algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete problems, and intractable problems.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); 1 of MAT145(Calculus I), MAT171(Discrete Mathematics
For Computing); CSC210(Data Structures)
CSC345
Principles of Computer Organization
4 Semester Credits
An introduction to computer architecture, binary representation of data, processors, instruction sets, and assembly language
programming.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures)
CSC352
Database Management and Design
4 Semester Credits
Structure of database management systems, query facilities, file organization and security, and the development of database systems.
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming)
CSC353
Database Architecture and Design
4 Semester Credits
An introduction to the physical design and tuning of database systems. Topics include data storage, indexing, query processing, and
transaction processing with a focus on the relation database. Advanced topics include security, other types of databases (e.g.,
distributed databases, client-server architectures, object-oriented), emerging technologies, and applications.
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming)
CSC373
Symbolic Programming and Artificial Intelligence
4 Semester Credits
An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the foundation algorithms used
in the field of artificial intelligence. Applications to selected problems from artificial intelligence.
Core Curriculum Component: None
Prerequisite(s): CSC210(Data Structures)
CSC385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of
computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability.
Core Curriculum Component: None
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Prerequisite(s): 1 of MAT122(Calc For Social and Behavioral Scie), MAT145(Calculus I), MAT171(Discrete Mathematics For
Computing); CSC210(Data Structures)
CSC396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CSC398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CSC431
Introduction to A I Robotics
4 Semester Credits
Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); CSC210(Data Structures)
CSC450
Programming Languages and Compilers I
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); 1 of CSC385(Formal Logic and Computation Theory) *concurrent
registration is acceptable*, PHI385(Formal Logic and Computation Theory) *concurrent registration is acceptable*; CSC320(Algorithms)
CSC451
Programming Languages and Compilers II
4 Semester Credits
Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on implementation
issues.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CSC385(Formal Logic and Computation Theory), PHI385(Formal Logic and Computation Theory);
CSC345(Principles of Computer Organization), CSC450(Programming Languages and Compilers I)
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CSC457
Computer Graphics
4 Semester Credits
A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric modeling,
graphics techniques, graphical user interfaces, human-centered software development, computer animation, virtual environments and
3D immersive rendering.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures)
CSC495
Advanced Topics in Computer Science
4 Semester Credits
Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be
counted more than twice as part of the requirements for the major.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CSC499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECE – Education
ECE345
Foundations of Preprimary Education
3 Semester Credits
Students gain understanding about philosophical, theoretical, historical, pedagogical, societal, and institutional foundations of
preprimary education. Attention is given to efforts of modern programs to adapt instruction to developmental levels and experience
backgrounds of young children and to work in partnership with parents and other social service agencies. Field experience (20 hours) is
a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission);
PSY105(Principles of Psychology), PSY250(Child Development)
ECE346
Learning Environments for Preprimary-Aged Children
3 Semester Credits
Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice. Attention is
given to the integration of literacy within the classroom environment; importance of learning through play; using different assessments
of the classroom environment, student performance and program evaluation; classroom management strategies; etc. Field experience
(30 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission);
ECE345(Foundations of Preprimary Education)
ECE347
Immersion and Teaching Competence
3 Semester Credits
Students gain an understanding of how to deliver developmentally appropriate instruction and experiences. Field experience (40 hours)
is a critical part of this course.
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Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission);
ECE345(Foundations of Preprimary Education), ECE346(Learning Environments for Preprimary-Aged Children)
ECE488
Student Teaching: Preprimary
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: None
Prerequisite(s): None
ECE489
Student Teaching: Preprimary
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: None
Prerequisite(s): None
ECE545
Foundations of Preprimary Education
3 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission), PSY105(Principles of Psychology), PSY250(Child
Development)
ECE546
Learning Environments for Preprimary-Aged Children
3 Semester Credits
Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice. Attention is
given to the integration of literacy within the classroom environment; importance of learning through play; using different assessments
of the classroom environment, student performance and program evaluation; classroom management strategies; etc. Field experience
(30 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): ECE545(Foundations of Preprimary Education), GRADEDADMIT(Graduate Education Department Admission)
ECE547
Immersion and Teaching Competence
3 Semester Credits
Students gain an understanding of how to deliver developmentally appropriate instruction and experiences. Field experience (40 hours)
is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): ECE545(Foundations of Preprimary Education), ECE546(Learning Environments for Preprimary-Aged Children),
GRADEDADMIT(Graduate Education Department Admission)
ECO – Economics
ECO112
Principles of Macroeconomics
4 Semester Credits
44
An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary
economic theory to current economic problems. May be taken independently of ECO 113. ECO 112 and 113 may be taken in either
order.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
ECO113
Principles of Microeconomics
4 Semester Credits
An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of
elementary economic theory to market policy. May be taken independently of ECO 112. ECO 112 and 113 may be taken in either order.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
ECO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO312
Intermediate Macroeconomics
4 Semester Credits
Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal
policy, growth, and the role of expectations.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); ECO112(Principles of Macroeconomics)
ECO313
Intermediate Microeconomics
4 Semester Credits
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income
distribution; introduction to welfare economics.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO315
Money and Banking
4 Semester Credits
Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in
relation to aggregate economic activity. Emphasis placed on monetary theory and policy.
Core Curriculum Component: None
Prerequisite(s): ECO112(Principles of Macroeconomics)
ECO318
Management Science
45
4 Semester Credits
Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better
business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental
protection, the shortest route, and inventory models.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of MAT105(Applied Algebra),
MPL(Math Placement Level 3)
ECO350
Labor Economics
4 Semester Credits
Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and effects upon
society.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO360
International Economics
4 Semester Credits
A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade,
balance of payments, exchange rate systems, and commercial policy.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO365
Environmental Economics
4 Semester Credits
This course applies economic principles to the management and utilization of society’s environmental resources. It analyzes the role of
externalities and the public policy approaches designed to address those market failures, including command/control and incentivebased strategies. Policy issues examined include air and water pollution, global environmental issues like ozone depletion and global
warming, and environmental policy for developing countries.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO370
International Economic Development
4 Semester Credits
This course studies the major factors that affect the economic standard of living in the developing world. It examines such issues as
poverty and income inequality, population growth, education and health of society, agricultural production, environmental externalities,
and the role of international trade and foreign assistance.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ECO397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ECO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
46
Prerequisite(s): None
ECO416
Mathematical Economics
4 Semester Credits
Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and macroeconomic theory.
Core Curriculum Component: None
Prerequisite(s): ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics), MAT245(Calculus III),
MAT246(Linear Algebra)
ECO490
Research Methods in Econometrics
4 Semester Credits
This course provides an introduction to the application of statistical models and methods to economic problems. Emphasis is on use of
econometric software to analyze data and to test hypotheses.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3);
ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ECO495
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and
international economic problems and policies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
ECO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS - Education
ECS495CE
Topics for Paraprofessionals
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS505CE
Behavior Management: ENVOY Training
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS506CE
Health Care Externship
2 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): None
ECS508CE
Paideia Seminar Writing to Learning
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS509CE
Paideia: Guided Reading for Great Ideas
2 Semester Credits
This course is designed to assist Paideia practitioners in integrating reading techniques with seminar experiences. Participants in the
course will analyze and apply strategies in critical analysis of texts through seminars devoted to interpretive questioning and civil
discourse. The goal is to promote literacy through active reading and critical thinking about great ideas.
Core Curriculum Component: None
Prerequisite(s): None
ECS527CE
Adv Stdnt Lrning through Assessment
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS541CE
Advanced Paideia Institute
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS542CE
Paideia Onsite Training
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS543CE
Paideia Institute- variable credit -formerly EDU539
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS544CE
The Paideia Trainer
2 Semester Credits
The Augsburg Paideia Trainer course is designed to provide the Paideia practitioner with opportunities to develop leadership skills in
the area of Paideia training. The goal is to improve knowledge and skills through conducting Paideia training seminars.
Core Curriculum Component: None
Prerequisite(s): None
ECS545CE
Paideia: Curriculum Development
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2 Semester Credits
This course is designed to assist Paideia practitioners in developing curricular units for seminars. Participants in the course will
integrate the three columns of didactic, coaching, and seminars to create a cohesive unit around a content standard or great idea.
Special focus will be placed on selection of seminar texts, content standards, stages of seminar questions, and methods of evaluation.
Core Curriculum Component: None
Prerequisite(s): None
ECS585CE
AP Courses APPROVED BY GAAC cont ed 1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS590CE
Topics Grad Edu, General and TPT Cont Ed only-variable credit
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS595CE
Topics AP Not Approved 1stand2nd ti-Variable credit
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS599CE
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC – Education
EDC110
Teaching in a Diverse World
4 Semester Credits
This course is designed to engage students in both an examination and critique of their own schooling and education. It is meant to
support students in developing a socio-political consciousness necessary for successful teaching in a diverse society (Ladson-Billings,
1995). Students in this course will be asked to come to a better understanding of their own desires to become educated people while
simultaneously learning to critically examine the pathways and barriers that exist for students of color and other marginalized youth in
schools today. Through participatory action research, students will explore a self-directed method of inquiry (problem-posing, problem
solving) and hopefully learn how to claim their own education.
Core Curriculum Component: None
Prerequisite(s): None
EDC199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC200
Orientation to Education in an Urban Setting
49
3 Semester Credits
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American
school system. Field service experience in an urban P-12 school is required.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
EDC206
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice,
discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also
addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts
that comprise Minnesota-based American Indian tribal government, history, language, and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC210
Diversity in the School
2 Semester Credits
Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of
interpersonal relations skills applicable to teaching and other professional vocations.
Core Curriculum Component: None
Prerequisite(s): None
EDC211
Minnesota American Indians
2 Semester Credits
An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history,
language, and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC220
Educational Technology
2 Semester Credits
Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation,
production, and evaluation of effective audio-visual and computer-based materials for teaching/learning situations. Computer training
will be included in this course.
Core Curriculum Component: None
Prerequisite(s): None
EDC310
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications of
theoretical constructs.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
EDC330
Building the Public Good: Public Achievement and Organizing: Seminar I
1 Semester Credits
50
This course advances the idea of democracy as a society created through the public work of everyday citizens. That work may occur in
schools or community organizations but it requires participants to think about their place as citizen professionals and in other civic roles
as agents and architects of democracy. It will address how to effectively create change and examine concepts and ideas central to the
role the citizen in public life and provide a knowledge base about basic organizing for the public good whether it be in schools or the
broader community. Both EDC 330 and EDC 331 will run over the span of two semesters.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission);
EDC331(EDC331 concurrent enrollment) *concurrent registration is required*
EDC331
Practicum in Public Achievement-Seminar I
1 Semester Credits
This course advances the idea of democracy as a society created through the public work of everyday citizens. That work may occur in
schools or community organizations but it requires participants to think about their place as citizen professionals and in other civic roles
as agents and architects of democracy. It will address how to effectively create change and examine concepts and ideas central to the
role of the citizen in public life and provide a knowledge base about basic organizing for the public good, whether it be in schools or the
broader community. Both EDC 330 and EDC 331 will run over the span of two semesters. Field experience in a public achievement
setting is required.
Core Curriculum Component: None
Prerequisite(s): None
EDC332
Building the Public Good: Public Achievement and Organizing: Seminar II
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): All of EDC330(Building the Public Good: Public Achievement and Organizing), EDC331(Practicum in Public
Achievement); EDC333(EDC333 concurrent enrollment) *concurrent registration is required*
EDC333
Practicum in Public Achievement-Practicum II
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): All of EDC330(Building the Public Good: Public Achievement and Organizing), EDC331(Practicum in Public
Achievement)
EDC353
International Education
3 Semester Credits
This course presents an examination and comparison of selected Western and non-Western educational systems as well as an
investigation of possible careers in international education.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EDC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EDC410
Learners with Special Needs
3 Semester Credits
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve
maximum outcomes, and special focus on needs of urban students. Fieldwork experience required.
51
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EDC488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EDC490
School and Society
3 Semester Credits
Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models,
leadership, and professional development. Serves as final theoretical preparation for student teaching.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EDC498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EDC499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EDC514
Research Methods
3 Semester Credits
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and
quantitative tools will be discussed.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC522
Orientation to Education in an Urban Setting
3 Semester Credits
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American
school system. Field service experience in an urban P-12 school is required.
Core Curriculum Component: None
Prerequisite(s): None
EDC533
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications of
theoretical constructs. Field service requirements in an educational program or P-12 school.
Core Curriculum Component: None
Prerequisite(s): None
52
EDC544
Learners with Special Needs
3 Semester Credits
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve
maximum outcomes, and special focus on needs of urban students. Fieldwork experience required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC553
International Education
3 Semester Credits
This course presents an examination and comparison of selected Western and non-Western educational systems as well as an
investigation of possible careers in international education.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC566
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice,
discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also
addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts
that comprise Minnesota-based American Indian tribal government, history, language, and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC570
Teacher Leadership
3 Semester Credits
This course will explore generative questions about leadership, change, and our own paradigms, visions and values. We will investigate
what it means to be a teacher leader and the ways in which teachers provide leadership. Examining theoretical models and conceptual
frame works from interdisciplinary fields will offer a variety of perspectives for providing effective teacher leadership. Participants will
also have an opportunity to reflect on the foundational question of “who am I as a leader”.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC580
School and Society
3 Semester Credits
Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models,
leadership, and professional development. Serves as final theoretical preparation for student teaching.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC585
Leadership Application Project
3 Semester Credits
The leadership application project is either a research-based study or a curriculum-based project that links issues of leadership and
education with the degree candidate’s personal interests. The character of the project will vary with the nature of the investigation, but
will always be application oriented. The central component of the LAP is the demonstration of leadership ability through a concrete
project appropriate to the candidate’s workplace or place of service. P/N grading.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
53
EDC588
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC591
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC592
Action Research I
3 Semester Credits
This course will introduce students to qualitative 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. First course in a two-course sequence.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), GRADEDADMIT(Graduate Education Department Admission)
EDC593
Action Research II
3 Semester Credits
The second term of this course involves intensive data analysis, writing and sharing of the degree candidate’s research. It requires
active self-reflective inquiry and collaboration. The course will culminate with a symposium in which student work will be presented in a
public forum. P/N Grading.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), EDC592(Action Research I), GRADEDADMIT(Graduate Education Department
Admission)
EDC594
Performance Assessment Project
3 Semester Credits
This performance assessment course will require the students to integrate their knowledge about leadership, their sense of themselves
as education leaders, and their understanding of a specific teaching/learning problem into a solution to the problem and a process for
change. P/N grading.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC599
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
54
EDC998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDU – Education
EDU491
Practicum and Seminar in Special Education
3 Semester Credits
A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to take this course
should consult with the special education director about a placement prior to registering for the course. (Prereq.: completion of all other
courses in special education minor or consent of instructor. Open to all.)
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
EED – Education
EED199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED200
Elementary Education Earth Science
3 Semester Credits
This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It meets the
basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to spend much time outside of
class reading and completing assignments.
Core Curriculum Component: None
Prerequisite(s): None
EED203
Physical Science for Elementary Teachers
3 Semester Credits
Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and force; light, heat,
electricity, and magnetism; and kinds of ways to transfer energy. All elementary MSEPs for physical science are met in this course. For
elementary education majors only.
Core Curriculum Component: None
Prerequisite(s): None
EED225
Foundations of Literacy
3 Semester Credits
An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy development in children,
with special attention to English language learners. This course aims in particular to develop students’ base knowledge as the
prerequisite for later courses in literacy.
Core Curriculum Component: None
Prerequisite(s): None
55
EED295
Topics in Education
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED311
K-6 Methods: Health
1 Semester Credits
Examination and preparation of materials and resources for health at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED312
K-6 Methods: Physical Education
1 Semester Credits
Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED325
K-6 Methods: Literacy
3 Semester Credits
Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to investigate
research and practices involved in K-6 literacy instruction by examining the competing theories regarding literacy, the research findings
that give support to these theories, and a range of practical approaches to teach literacy in an elementary setting. Students must be
registered concurrently for EED 326.
Core Curriculum Component: None
Prerequisite(s): 1 of EED225(Foundations of Literacy), EED524(Foundations of Literacy); 1 of EDADMIT(Education Department
Admission), GRADEDADMIT(Graduate Education Department Admission); EED326(EED326 concurrent enrollment) *concurrent
registration is required*
EED326
Elementary Reading K-6 Field Experience
1 Semester Credits
Observation, analysis, and preparation of assessment tools and reading materials for K-6 students in an elementary classroom setting.
Students must be registered concurrently for EED 325.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
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EED331
Middle School Methods Writing
2 Semester Credits
This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing
process, types of writing, and integrated writing across the curriculum. This course is required for students seeking elementary
licensure with a communication arts/literature specialty.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED336
Advanced Literacy Methods
2 Semester Credits
The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated instruction in a K-6
literacy setting. (Prereq: MTLE and admission to the department and successfully completed EED 225/325.) Field experience with a
student in special education or receiving English language instruction is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED341
K-6 Methods: Art
1 Semester Credits
Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED342
K-6 Methods: Music
1 Semester Credits
Examination and preparation of materials and resources for music at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED350
K-6 Methods: Mathematics
3 Semester Credits
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Field service in a
mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of
MAT105(Applied Algebra), MPL(Math Placement Level 3)
EED360
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum, considering
different instructional strategies, models of instruction, and authentic assessment techniques. Additional focus on scientific inquiry from
the perspective of a learner, teacher and scientist and translation of theoretical constructs to an elementary classroom. Field service in
a P-6 classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED370
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K-6 Methods: Social Studies/Thematics
2 Semester Credits
Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary
levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED380
Kindergarten Methods
2 Semester Credits
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED386
K-6 Methods: Children's Literature
2 Semester Credits
This course focuses on the study of literature for children and young adolescents. It includes wide reading across the genres
represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response to literature, and using
children’s literature in teaching and learning.
Core Curriculum Component: None
Prerequisite(s): None
EED399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED481
Student Teaching: Elementary K-6
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED483
Student Teaching: Elementary K-6
4 Semester Credits
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)
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED485
Student Teaching: Elementary K-6
4 Semester Credits
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)
Core Curriculum Component: Augsburg Experience
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on
helping student teachers make connections between the student teaching experience and what they have learned through their
education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching
Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission);
CONSENT(Consent of Instructor)
EED495
Topics in Education
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED524
Foundations of Literacy
3 Semester Credits
An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy development in children,
with special attention to English language learners. This course aims in particular to develop students’ base knowledge as the
prerequisite for later courses in literacy.
Core Curriculum Component: None
Prerequisite(s): None
EED525
K-6 Methods: Literacy
3 Semester Credits
Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to investigate
research and practices involved in K-6 literacy instruction by examining the competing theories regarding literacy, the research findings
that give support to these theories, and a range of practical approaches to teach literacy in an elementary setting. Students must be
registered concurrently for EED 326.
Core Curriculum Component: None
Prerequisite(s): 1 of EED225(Foundations of Literacy), EED524(Foundations of Literacy); 1 of EDADMIT(Education Department
Admission), GRADEDADMIT(Graduate Education Department Admission); EED326(EED326 concurrent enrollment) *concurrent
registration is required*
EED550
K-6 Methods: Mathematics
3 Semester Credits
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Field service in a
mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of
MAT105(Applied Algebra), MPL(Math Placement Level 3)
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EED560
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum, considering
different instructional strategies, models of instruction, and authentic assessment techniques. Additional focus on scientific inquiry from
the perspective of a learner, teacher and scientist and translation of theoretical constructs to an elementary classroom. Field service in
a P-6 classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ENL – English
ENL000
Writing Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL101
Developmental Writing
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL111
Effective Writing
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG101(Developmental Writing), ENL101(Developmental Writing), WPL(Writing Placement Level)
ENL112
Advanced Effective Writing
4 Semester Credits
Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing sample
submitted by students upon entry to the College. The minimum passing grade is 2.0.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL217
English as a Second Language
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4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two
courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL
requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL218
English as a Second Language
4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two
courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL
requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL220
Intermediate Expository Writing
4 Semester Credits
This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and organization, the process
of revision, self and peer evaluation, and the relationship between reading and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
ENL221
Intermediate Expository Writing About the Arts
4 Semester Credits
A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on content related
to subjects in the world of art and literature. Particularly aimed at art, theatre arts, and film majors.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
ENL223
Writing for Business and the Professions
4 Semester Credits
This practical course is designed to improve writing skills for those entering business and professional careers.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
ENL226
Introduction to Creative Writing
4 Semester Credits
The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and
short fiction, but including journal keeping and creative prose.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
ENL227
Journalism
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4 Semester Credits
An introductory newswriting course with an emphasis on writing for the print media. Students consider how to recognize news, gather
and verify facts, and write those facts into a news story.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
ENL228
Broadcast and Online Journalism
4 Semester Credits
This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use an intensive
practice model to learn the basics of newsgathering, writing, and production for television, radio, and the Internet.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
ENL229
Screenwriting
4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition
to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed
critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): None
ENL240
Introduction to Literary Study
4 Semester Credits
This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and genres, including
poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve future literary inquiry and
enjoyment.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced
Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is
acceptable*, WPL(Writing Placement Level)
ENL241
Introduction to Cinema Art
4 Semester Credits
An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film medium. Includes the
viewing and analysis of both feature length and short films, illustrating the international development of film form and selected aesthetic
movements.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced
Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is
acceptable*, WPL(Writing Placement Level)
ENL242
Electronic Literature
4 Semester Credits
Students will discover and apply essential aesthetic practices that lie at the heart of both digital and traditional literature, focusing on the
artist’s commitment to both language and the visual. They will examine multiple genres – among them hypertext and micro fiction,
digital and cinematic poetry, and game narratives – considering interactive, simultaneous, and non-linear practices of writing emerging
in digital culture. It is a course is designed to contextualize the digital on the literary page, stage, and screen.
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Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
ENL250
American Voices
4 Semester Credits
American Literature is made up of many voices that are distinct from one another in any number of ways. This course foregrounds
those voices that are usually identified by dint of ethnic rubrics. In each iteration, a specific ethnic literature such as Hispanic, Asian
American, or Jewish literature will be emphasized. Check the departmental web page for further information or contact the instructor.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced
Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is
acceptable*, WPL(Writing Placement Level)
ENL251
Introduction to African American Literature
4 Semester Credits
This course introduces students to the foundations, development, and production of modern African-American literature from its origins
in the 18th century to the present. It will explore various literary genres, representative authors, epochal texts, and ideological
movements that have contributed to the shaping of the African American literary tradition.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced
Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is
acceptable*, WPL(Writing Placement Level)
ENL255
American Indian Literature
4 Semester Credits
American Indian Literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama.
The course explores the richness and diversity of American Indian literature, and the ways in which literature reflects and illuminates
American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class
presentation and small group discussion.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced
Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is
acceptable*, WPL(Writing Placement Level)
ENL260
Authors
4 Semester Credits
A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may include
“Shakespeare on Page, Stage, and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson Welles,” “Mark Twain in the
20th Century,” and others. Check the departmental Web page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced
Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is
acceptable*, WPL(Writing Placement Level)
ENL270
Themes
4 Semester Credits
This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may include “The
Heroic Journey,” “Literature and Landscape,” “Utopian Visions,” and others. Check the departmental Web page for the title of a given
section.
Core Curriculum Component: Humanities
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Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced
Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is
acceptable*, WPL(Writing Placement Level)
ENL280
Genres
4 Semester Credits
Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or challenge those
conventions. Course subjects may include “History of Mystery Fiction,” “The Short Story,” “Sports and Literature,” “Victorian Thrillers,”
“The Musical on Stage and Screen,” and others. Check the departmental Web page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced
Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is
acceptable*, WPL(Writing Placement Level)
ENL290
Explorations in Language and Theory
4 Semester Credits
An introductory course in applied literary or language theory. Course subjects may include “Cinema and Sexuality,” “Strategies in
Reading the Novel,” “Challenging the Gaze,” “Language and Society,” and others. Check the departmental web page for the title of a
given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced
Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is
acceptable*, WPL(Writing Placement Level)
ENL291
Thailand: Teaching ESL
4 Semester Credits
In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this time, students will
visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai Buddhism, government, traditional
customs, and culture. Students will also spend several days teaching English to Thai students in a Thai secondary school.
Core Curriculum Component: Humanities
Prerequisite(s): None
ENL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL320
Fiction One
4 Semester Credits
Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout the term, students
will also read classic and contemporary short fiction, analyzing and examining the work of established writers as they learn to identify
successful short fiction while creating their own work.
Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL321
Fiction Two
4 Semester Credits
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A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short stories of varying
lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new work of short fiction during this
workshop term.
Core Curriculum Component: None
Prerequisite(s): ENL320(Fiction One)
ENL322
Poetry One
4 Semester Credits
Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn to identify
successful poetry as they create their own poems; they will read published poetry and listen to new and established poets reading their
own work.
Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL323
Poetry Two
4 Semester Credits
In this writing workshop, students write and revise a collection of poems to be produced as a chapbook. Some of the poems written
during this semester will be experiments with formal verse, such as villanelles and sestinas.
Core Curriculum Component: None
Prerequisite(s): ENL322(Poetry One)
ENL324
Creative Non-Fiction
4 Semester Credits
In this writing workshop, students develop a portfolio of creative works in the “fourth genre,” which may include memoir; personal
essays; flash nonfiction; researched feature stories; mixed media, hypertext, and fragmented nonfiction; and lyric essays.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL226(Introduction to Creative Writing)
ENL325
Playwriting I
4 Semester Credits
An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis, and
techniques for the development of playscripts from idea to finished product.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
ENL326
Playwriting II
4 Semester Credits
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will revise, redraft, and
polish an original one-act play, as well as create one new, short piece of theatrical writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I)
ENL327
Advanced Reporting
4 Semester Credits
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This course introduces students to gathering, analyzing, and presenting quantitative data by using computers and other sources. The
course also incorporates off-campus resources to provide students with real-world experience of how data are incorporated into print,
broadcast, and online journalism. This course is designed for persons wishing to explore use of quantitative data and for those
preparing to enter the communication professions.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of MAT105(Applied Algebra), MPL(Math
Placement Level 3); 1 of CHM106(Principles of Chemistry II), CHM115(General Chemistry I), CHM116(General Chemistry II),
HON220(The Scholar Scientist), MAT114(Precalculus), MAT129(Practical Applications of Math), MAT137(Mathematics for Elementary
Teachers I), MAT138(Mathematics for Elementary Teachers II), MAT145(Calculus I), MAT146(Calculus II), MAT163(Introductory
Statistics), MAT173(Mathematics of Finance), PHY103(Conceptual Physics), QFCOM(QF COM Transfer Course), QFENL(QF ENL
Transfer Course), SCI110(Natural Science I)
ENL330
Shakespeare
4 Semester Credits
Study of the bard’s major plays-comedies, histories, tragedies, and romances-for their literary, dramatic, and cultural significance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater)
ENL332
British Literature: Renaissance and Reformation
4 Semester Credits
A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation of the 14th
century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost. Themes include “the enchantment of evil”; the
hero as lover and courtier; utopian dreams and the literature of conquest; the writer as politician; and the challenges to religious
certainty in a post-Ptolemaic universe. Major writers include Marlowe, Spenser, Shakespeare, More, and Donne.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL333
British and American Literature of the 17th and 18th Centuries: Strange Shores
4 Semester Credits
British and American writers of this period are surveyed, with attention to the historical, intellectual and social influences of the major
literary movements on both sides of the Atlantic.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL334
Reason and Romanticism
4 Semester Credits
This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early 19th-century
Britain. The famous “big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in the context of poetic
predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres, including Austen, Wollstonecraft, and
Scott.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
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African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL336
Age of Victoria
4 Semester Credits
If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century. Students will study
the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914 in all four major genres of poetry,
fiction, drama, and essay.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL337
The British Novel
4 Semester Credits
This course traces two great structuring ideas - the love plot and the education plot - in the rise and development of the British novel in
the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing the ways literary theorists and
historians have explained and theorized British fiction. Authors surveyed include Defoe, Richardson, Austen, Trollope, Bronte, Eliot, and
others.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL338
British and Commonwealth Drama
4 Semester Credits
A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or thematically. Sample
topics include “Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,” and “What Is My Nation?” Readings range
from the Middle Ages to the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater)
ENL339
Modern British and Irish Writers
4 Semester Credits
Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism, experimentation, and
literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence, Samuel Becket, and Muriel Spark are
among the authors surveyed.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL350
Readings in African American Literature
4 Semester Credits
This course offers a chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding both classical
and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer may be emphasized; at other
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times topics that cross the boundaries of minority literatures will be examined. Check the departmental web page for a given section’s
emphasis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository
Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes),
ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL351
19th Century American Literature
4 Semester Credits
Covers the intellectual and social environment that affected the writers of the period. Many different genres - slave narratives,
romances, tall tales, epic poetry - are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain, Emerson, Dickinson,
James, and Wharton are among the authors surveyed.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL352
American Literature from 1900 to 1945
4 Semester Credits
Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the Harlem
Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald, Faulkner, Hemingway,
Hughes, and Hurston are among the writers considered.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL353
American Literature from 1945
4 Semester Credits
Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer, Williams,
Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories anthologies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL354
Contemporary American Poetry
4 Semester Credits
A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology Contemporary
American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best American Poetry series.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL355
Themes in American Indian Literature
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4 Semester Credits
The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from
the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and
American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or
cultural emphasis as it shifts or arises across the group of texts.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL358
Readings in American Drama
4 Semester Credits
A variable survey of American drama from the early 20th century to the present, organized historically and/or thematically. Sample
topics include "American Families", "Blacks and Whites", and "Sex and Self on the American Stage". Readings range from O’Neill and
Treadwell to Shanley and Parks.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater)
ENL360
The Classical Tradition
4 Semester Credits
A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante. Works are
studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring
relevance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL361
The Medieval World
4 Semester Credits
A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes themes of cultural
collision and synthesis: pagans - both classical and “barbarian” - and Christians; Islam and Christendom. Attention is paid to heroic
traditions (myth, epic, saga, romance, hagiography); the literature of courtly and profane love; and visions of heaven and hell.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL362
Renaissance to Modern Literature
4 Semester Credits
Study of masterpieces of literature, chiefly European, from the Renaissance to the modern period, including such authors as Moliere,
Cervantes, Rabelais, Voltaire, and Ibsen.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
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African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL365
Contemporary Post Colonial Fiction
4 Semester Credits
This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the Middle East, and
fiction written by indigenous authors worldwide. The course explores novels in relation to language, culture, and gender in an age of
globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts. Cross-listed with Women’s
Studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL367
Women and Fiction
4 Semester Credits
The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected women’s writing
(including race and class), the reflection of women’s unique experience in their writing, and the ways in which women writers have
contributed to and modified the Western literary heritage. This course is cross-listed with Women’s Studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository
Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes),
ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL368
Readings in World Dramas
4 Semester Credits
A variable survey of drama in translation from around the world, organized historically and/or thematically. Sample topics include
“Classical Theaters,” “Spanish and Latin American Drama from the Renaissance to the Present,” “Social Issues in Contemporary World
Drama.”
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to
African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater)
ENL371
History of Cinema
4 Semester Credits
A chronological survey of the development of cinema from the inception of the moving image in the late 19th century through the
emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be placed on important
international cinematic artistic movements, such as Italian neorealism and the French New Wave, on cultural contexts that influenced
the reception of film art, and on technological advancements that altered the medium and influenced both narrative and documentary
filmmakers.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian
Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL380
Introduction to the English Language
4 Semester Credits
70
A structural and historical overview of theoretical and social issues concerning the English language, including theories of language
acquisition.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian
Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL385
Language and Power
4 Semester Credits
Students will consider both spoken and written examples of language as a means of establishing, maintaining, or revoking power. They
will also pay attention to gender differences in the use of language and analyze ways in which speakers and writers can both create
and revise reality via the language they use.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian
Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL391
Thailand: Teaching ESL
4 Semester Credits
In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this time, students will
visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai Buddhism, government, traditional
customs, and culture. Students will also spend several days teaching English to Thai students in a Thai secondary school.
Core Curriculum Component: Humanities
Prerequisite(s): None
ENL394
Composition Theory and Practice
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian
Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL395
Topics
4 Semester Credits
Individual courses designed to investigate specific themes, movements, authors, or works.
Core Curriculum Component: None
Prerequisite(s): None
ENL396
Internship in Teaching Writing
4 Semester Credits
This course is required for all Communication Arts/Literature licensure students. It is normally taken with students enrolled in English
101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn methods useful in teaching
composition.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
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ENL397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENL410
Advanced Studies in Literature
4 Semester Credits
Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The Unteachable Novel,” “Studies in the American
Romance,” “Black and White and Red All Over: Film Noir, Communism, and Race,” and others. Check the departmental web page for
the subject of a specific term, and get a complete course description in the English Department.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and American
Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of Victoria), ENL337(The
British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish Writers), ENL350(Readings in African
American Literature), ENL351(19th Century American Literature), ENL352(American Literature from 1900 to 1945), ENL353(American
Literature from 1945), ENL354(Contemporary American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in
American Drama), ENL360(The Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature),
ENL365(Contemporary Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of
Cinema), ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory),
ENL394(Composition Theory and Practice)
ENL420
Advanced Studies in Writing
4 Semester Credits
The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the creation of a publishable
or performable completed product. The topic changes; check the departmental Web page.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL320(Fiction One), ENL321(Fiction Two), ENL322(Poetry One), ENL323(Poetry Two), ENL324(Creative NonFiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting), THR325(Playwriting I)
ENL427
Advanced Studies in Media , Ethics, and Theory
4 Semester Credits
This course acquaints students with the concepts and functions of the news media in global society, exploring the interaction of ethical
and legal principles of American journalism and considering the role of the news media in historical, economic, and technological
contexts. The course will analyze situations that have arisen in the past and situations that arise now in a digitized information world.
Students will study the special position given the media in the United States and will consider First Amendment protections and the
media’s responsibilities to inform the public in a free and democratic society.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL226(Introduction to Creative Writing), ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of ENL324(Creative NonFiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting)
ENL430
Advanced Studies in Theory and Method
4 Semester Credits
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Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past and current
critical theories. Possible course topics include “Is There a Gay Literature?” “Realism Reconsidered,” “Cognition, Meaning and
Interpretation,” “Eco-criticism and the Nature of Reading,” “Readings in Theory,” and others. Check the departmental Web page for the
subject of a specific term, and get a complete course description in the English Department.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and American
Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of Victoria), ENL337(The
British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish Writers), ENL350(Readings in African
American Literature), ENL351(19th Century American Literature), ENL352(American Literature from 1900 to 1945), ENL353(American
Literature from 1945), ENL354(Contemporary American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in
American Drama), ENL360(The Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature),
ENL365(Contemporary Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of
Cinema), ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory),
ENL394(Composition Theory and Practice)
ENL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL499
Independent Study
4 Semester Credits
Honors studies must be directed by a professor chosen by the student and approved by the department. Independent study projects not
designated for honors must be approved by the Chair of the department.
Core Curriculum Component: None
Prerequisite(s): None
ENL510
Residency in Creative Writing I
4 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction,
poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies,
translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery
systems and sessions on the writing life and the business of writing included. Three residencies required (ENL 510, ENL 520, ENL 530)
with varying focus depending on the candidate’s status as an entering, second year or graduating student.
Core Curriculum Component: None
Prerequisite(s): None
ENL511
Mentorship I
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted throughout the term by the student, in a virtual studio
environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in
the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL512
Critical and Creative Reading I
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts on the
creative process, keeping in mind that MFA candidates must become expert readers as they become expert writers. Close attention to
techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process.
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Core Curriculum Component: None
Prerequisite(s): None
ENL513
Mentorship II
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted throughout the term by the student, in a virtual studio
environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in
the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL514
Critical and Creative Reading II
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts on the
creative process, keeping in mind that MFA candidates must become expert readers as they become expert writers. Close attention to
techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process.
Core Curriculum Component: None
Prerequisite(s): None
ENL520
Residency in Creative Writing II
4 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction,
poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies,
translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery
systems and sessions on the writing life and the business of writing included. Three residencies required (ENL 510, ENL 520, ENL 530)
with varying focus depending on the candidate’s status as an entering, second year or graduating student.
Core Curriculum Component: None
Prerequisite(s): None
ENL521
Mentorship III
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted throughout the term by the student, in a virtual studio
environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in
the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL522
Critical and Creative Reading III
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts on the
creative process, keeping in mind that MFA candidates must become expert readers as they become expert writers. Close attention to
techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process.
Core Curriculum Component: None
Prerequisite(s): None
ENL523
Mentorship IV
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4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted throughout the term by the student, in a virtual studio
environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in
the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL524
Critical and Creative Reading IV
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts on the
creative process, keeping in mind that MFA candidates must become expert readers as they become expert writers. Close attention to
techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process.
Core Curriculum Component: None
Prerequisite(s): None
ENL525
Teaching Writing: Practice and Theory
4 Semester Credits
This course covers the practical and theoretical study of expository and creative writing pedagogies. MFA students work with
accomplished faculty on curriculum and syllabi development, generation and revision of writing, workshop techniques, evaluation, and
new media. During the term, students gain experience by completing an internship in the teaching of writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency in
Creative Writing III)
ENL526
Literary Translation Practicum
4 Semester Credits
A semester-long practicum in the theory and practice of literary translation, culminating in the student's translation of a major literary
work.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency in
Creative Writing III)
ENL527
Publishing I
4 Semester Credits
The first of a two-semester practicum in the art, craft, and business of book publishing, Publishing I (ENL 527) features three areas of
study: book-publishing overview, acquisitions, and editing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency in
Creative Writing III)
ENL528
Publishing II
4 Semester Credits
The second of a two-semester practicum in the art, craft, and business of book publishing, Publishing II (ENL 528) focuses on four
areas: book design, production, marketing, and distribution.
Core Curriculum Component: None
Prerequisite(s): ENL527(Publishing I)
ENL530
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Residency in Creative Writing III
4 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction,
poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies,
translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery
systems and sessions on the writing life and the business of writing included. Three residencies required (ENL 510, ENL 520, ENL 530)
with varying focus depending on the candidate’s status as an entering, second year or graduating student.
Core Curriculum Component: None
Prerequisite(s): None
ENL531
Residency in Creative Writing: Fiction
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction,
poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies,
translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery
systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending
on the candidate’s status as an entering, second-year or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL532
Residency in Creative Writing: Nonfiction
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction,
poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies,
translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery
systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending
on the candidate’s status as an entering, second-year or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL533
Residency in Creative Writing: Poetry
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction,
poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies,
translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery
systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending
on the candidate’s status as an entering, second-year or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL534
Residency in Creative Writing: Screenwriting
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction,
poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies,
translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery
systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending
on the candidate’s status as an entering, second-year or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL535
Residency in Creative Writing: Playwriting
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6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction,
poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies,
translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery
systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending
on the candidate’s status as an entering, second-year or graduating student. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL536
Residency in Creative Writing: Multi-Genre
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction,
poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies,
translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery
systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending
on the candidate’s status as an entering, second-year or graduating student. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL541
Mentorship and Critical and Creative Reading: Fiction
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio
environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in
the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL542
Mentorship and Critical and Creative Reading: Nonfiction
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio
environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in
the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL543
Mentorship and Critical and Creative Reading: Poetry
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio
environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in
the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL544
Mentorship and Critical and Creative Reading: Screenwriting
6 Semester Credits
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Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio
environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in
the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL545
Mentorship and Critical and Creative Reading: Playwriting
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio
environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in
the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL546
Mentorship and Critical and Creative Reading: Multi-Genre
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio
environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in
the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL547
Craft Paper: Fiction
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long
investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail,
and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval)
ENL548
Craft Paper: Nonfiction
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long
investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail,
and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval)
ENL549
Craft Paper: Poetry
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long
investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail,
and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
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Prerequisite(s): CONSENT(MFA Director Approval)
ENL550
Craft Paper: Screenwriting
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long
investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail,
and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval)
ENL551
Craft Paper: Playwriting
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long
investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail,
and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval)
ENL552
Craft Paper: Multi-Genre
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long
investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail,
and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval)
ENL553
Thesis: Fiction
2 Semester Credits
Taken, initially, with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a
student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication
under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a
collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s
manuscript is not deemed ready by his or her mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL541(Corequisite for first registration in ENL553) *concurrent registration is
required*
ENL554
Thesis: Nonfiction
2 Semester Credits
Taken, initially, with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a
student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication
under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a
collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s
manuscript is not deemed ready by his or her mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL542(Corequisite for first registration in ENL554) *concurrent registration is
required*
ENL555
Thesis: Poetry
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2 Semester Credits
Taken, initially, with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a
student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication
under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a
collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s
manuscript is not deemed ready by his or her mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL543(Corequisite for first registration in ENL555) *concurrent registration is
required*
ENL556
Thesis: Screenwriting
2 Semester Credits
Taken, initially, with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a
student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication
under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a
collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s
manuscript is not deemed ready by his or her mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL544(Corequisite for first registration in ENL556) *concurrent registration is
required*
ENL557
Thesis: Playwriting
2 Semester Credits
Taken, initially, with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a
student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication
under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a
collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s
manuscript is not deemed ready by his or her mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL545(Corequisite for first registration in ENL557) *concurrent registration is
required*
ENL558
Thesis: Multi-Genre
2 Semester Credits
Taken, initially, with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a
student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication
under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a
collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s
manuscript is not deemed ready by his or her mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL546(Corequisite for first registration in ENL558) *concurrent registration is
required*
ENL561
Mentorship and Critical and Creative Reading - Half-time: Fiction
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual
studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary
readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development
of awareness of student’s own writing process. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
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ENL562
Mentorship and Critical and Creative Reading - Half-time: Nonfiction
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual
studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary
readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development
of awareness of student’s own writing process. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL563
Mentorship and Critical and Creative Reading - Half-time: Poetry
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual
studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary
readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development
of awareness of student’s own writing process. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL564
Mentorship and Critical and Creative Reading - Half-time: Screenwriting
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual
studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary
readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development
of awareness of student’s own writing process. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL565
Mentorship and Critical and Creative Reading - Half-time: Playwriting
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual
studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary
readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development
of awareness of student’s own writing process. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL566
Mentorship and Critical and Creative Reading - Half-time: Multi-Genre
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft.
Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual
studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary
readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development
of awareness of student’s own writing process. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
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ENV – Environmental Studies
ENV100
Environmental Connections
4 Semester Credits
An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world and examines
the connections we share as people living simultaneously in human community and in physical environments. In examining these
connections, we depend on the insights offered by political science, biology, economics, literature, sociology, chemistry, and history as
well as experiential education and service-learning. The issues examined in this class — neither remote nor abstract — exist in our
everyday lives, and a central feature of the course is the application of knowledge gained in the class to a campus project.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
ENV120
Environmental Science
4 Semester Credits
An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative perspectives.
Concurrent registration in ENV120L is required.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
ENV120L
Environmental Science Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): ENV120(Environmental Science) *concurrent registration is required*
ENV310
Environmental Politics Field Seminar
4 Semester Credits
This course will provide students with the opportunity to explore first-hand the environmental politics in the United States or various
other locations depending on the offering. Students will apply concepts learned in earlier environmental studies courses and engage in
field research on a topic of their choice, as a step toward their keystone research project for the major. Locations include the Mississippi
River, Central America, and Tanzania, depending on the term.
Core Curriculum Component: None
Prerequisite(s): 1 of ENV100(Environmental Connections), POL241(Environmental and River Politics)
ENV397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV490
Environmental Studies Independent Project
4 Semester Credits
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An independently-designed project (approved by the program director and a committee of three environmental studies faculty
representing at least two academic divisions) that displays a student’s ability to synthesize interdisciplinary approaches, demonstrate
higher-level learning, and examine vocational issues through the study of an environmental problem. Vocational questions will also be
formally explored.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); BIO152(Evolution, Ecology and Diversity),
ENV100(Environmental Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History), SWK210(Environmental
Justice and Social Change)
ENV492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion of an applied
group project or independently-designed thesis.
Core Curriculum Component: Keystone
Prerequisite(s): ENV100(Environmental Connections), ENV120(Environmental Science), ENV399(Internship), HIS316(U.S. Urban
Environmental History), SWK210(Environmental Justice and Social Change)
ENV499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE – Education
ESE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE220
Introduction to Human Geography
3 Semester Credits
This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of geography through
the examination of world geographic patterns and processes. Major topics include population distribution; cultural characteristics and
cultural landscapes; political integration and disintegration; economic land use; settlements and urbanization. This course will meet the
Minnesota Standards of Effective Practice in Geography for middle school and high school social studies license.
Core Curriculum Component: None
Prerequisite(s): None
ESE298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
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ESE300
Reading/Writing in the Content Area
3 Semester Credits
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the
content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE310
5-12 Methods: Social Studies
3 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum
development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods: Social Studies. Field
service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE311
Middle School Methods: Social Studies
2 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum
development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods: Social Studies. Field
service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE325
Creating Learning Environments
3 Semester Credits
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing,
and national standards. Emphasis will be placed on creating environments conducive to learning. Fieldwork experience required. Note:
Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course will be to
continue the process of thinking, talking and writing effectively about questions and matters of education. This will be informed by class
readings, field work and observations, personal experiences and class discussion. It is a goal of the course that students leave more
informed about different modes of thinking and learning and, by extension, different modes of teaching and how to effectively relate
these forms of cognition both verbally as well as in the written word.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE330
5-12 Methods: Mathematics
3 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum
development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics.
Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE331
Middle School Methods: Mathematics
2 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum
development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics.
Field service in a middle school classroom required.
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Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE340
5-12 Methods: Natural Science
3 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum
development. Middle school portion required in science taught concurrently as ESE 341 Middle School Methods: Science. Field service
in a middle school classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE341
Middle School Methods: Natural Science
2 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum
development. Middle school portion required in science taught concurrently as ESE 341 Middle School Methods: Science. Field service
in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE350
5-12 Methods: Literature and Reading
3 Semester Credits
Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and
curriculum development. Also required for elementary concentration in communication arts/literature. Fieldwork experience required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE351
5-12 Methods: Speaking and Listening
2 Semester Credits
Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum
development. Required for communication arts/literature license.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE360
K-12 Methods: Visual Arts
3 Semester Credits
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork
experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE370
K-12 Methods: Music
3 Semester Credits
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork
experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
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ESE396
Internship *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission),
TPL001(Education Admit)
ESE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE481
Student Teaching: Secondary
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE483
Student Teaching: Secondary
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE485
Student Teaching: Secondary
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on
helping student teachers make connections between the student teaching experience and what they have learned through their
education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching
Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission);
CONSENT(Consent of Instructor)
ESE498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE499
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Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESE500
Reading/Writing in the Content Area
3 Semester Credits
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the
content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ESE525
Creating Learning Environments
3 Semester Credits
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing,
and national standards. Emphasis will be placed on creating environments conducive to learning. Fieldwork experience required. Note:
Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course will be to
continue the process of thinking, talking and writing effectively about questions and matters of education. This will be informed by class
readings, field work and observations, personal experiences and class discussion. It is a goal of the course that students leave more
informed about different modes of thinking and learning and, by extension, different modes of teaching and how to effectively relate
these forms of cognition both verbally as well as in the written word.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
ESL – Education
ESL310
Second Language Acquisition
2 Semester Credits
This course provides examines the process of acquiring an additional language. Multiple theories of second language acquisition, the
differences between first and second language acquisition, and recent work in neurolinguistics will be examined. The class is designed
for people who plan to teach, thus attention will be paid to the implications of research for language instruction.
Core Curriculum Component: None
Prerequisite(s): None
ESL320
Introduction to Linguistics
2 Semester Credits
This course addresses three central goals of language study: 1.) Understanding “grammar” as a human capacity that allows us to learn,
use, and understand language; 2.) Understanding the structure of language and the components of language study; and 3.) Describing
features of the English language: its sound system, its word formation processes, its sentence structures, and its rules for meaning
Core Curriculum Component: None
Prerequisite(s): None
ESL330
History and Structure of the English Language
3 Semester Credits
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on developing
students’ ability to describe language and effectively teach language structures. The history and development of the English language
and the phenomenon of language change will also be covered.
Core Curriculum Component: None
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission);
ESL310(Second Language Acquisition), ESL320(Introduction to Linguistics)
ESL340
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and implementing
literacy instruction for English Language Learners. The interaction of language learning and literacy, first language literary, biliteracy,
and literacy assessment will all be explored. This course includes a 20-hour field placement.
Core Curriculum Component: None
Prerequisite(s): ESL310(Second Language Acquisition)
ESL410
ESL Testing and Evaluation
2 Semester Credits
This course provides an overview of procedures and instruments used in identifying and assessing English learners. State and national
policies regarding ELL assessment will be covered. Current uses of standardized language proficiency tests and academic content
tests will be discussed. The course also examines classroom and authentic assessment and seeks to build teacher skill in these areas.
Core Curriculum Component: None
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy)
ESL420
ESL Methods
3 Semester Credits
This course provides an overview of English as a second language teaching methods and materials, focusing on preparing students to
design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL pedagogy and techniques
for teaching students at different levels will be examined. Includes a 20-hour field experience.
Core Curriculum Component: None
Prerequisite(s): 1 of ESL330(History and Structure of the English Language), ESL510(History and Structure of the English Language);
1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition), ESL410(ESL Testing and Evaluation)
ESL481
Student Teaching: Elementary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL483
Student Teaching: Elementary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL485
Student Teaching: Secondary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL487
Student Teaching: Secondary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
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Prerequisite(s): None
ESL489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on
helping student teachers make connections between the student teaching experience and what they have learned through their
education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching
Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission);
EDADMIT(Education Department Admission)
ESL490
Language, Culture, and Schools
3 Semester Credits
This course explores the way relationships among language, culture, schools and society impacts the school experience and language
minority students. The course connects concepts from sociolinguistics and examines how educators can best create school
environments that serve the needs of their English learners.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition)
ESL499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESL510
History and Structure of the English Language
3 Semester Credits
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on developing
students’ ability to describe language and effectively teach language structures. The history and development of the English language
and the phenomenon of language change will also be covered.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ESL520
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and implementing
literacy instruction for English Language Learners. The interaction of language learning and literacy, first language literary, biliteracy,
and literacy assessment will all be explored. This course includes a 20-hour field placement.
Core Curriculum Component: None
Prerequisite(s): None
ESL530
Language, Culture, and Schools
3 Semester Credits
This course explores the relationships between language, culture, schools and society and the way that these relationships impact the
school experience of language minority students. The course provides an introduction to the study of sociolinguistics and examines how
educators can best create school environments that serve the needs of their English learners.
Core Curriculum Component: None
Prerequisite(s): None
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ESL540
ESL Methods
3 Semester Credits
This course provides an overview of English as a second language teaching methods and materials, focusing on preparing students to
design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL pedagogy and techniques
for teaching students at different levels will be examined. Includes a 20-hour field experience.
Core Curriculum Component: None
Prerequisite(s): None
ESL599
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FAR – Farsi
FAR111
Beginning Farsi I
4 Semester Credits
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding, speaking,
translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other Farsi-speaking countries such
as Afghanistan and Tadjikstan.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
FAR112
Beginning Farsi II
4 Semester Credits
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding, speaking,
translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other Farsi-speaking countries such
as Afghanistan and Tadjikstan.
Core Curriculum Component: Modern Language 2
Prerequisite(s): FAR111(Beginning Farsi I)
FAR295
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): FAR112(Beginning Farsi II)
FIA – Music
FIA206
Sights and Sounds of Europe
4 Semester Credits
FIA 206 Sights and Sounds of Europe Visit key cultural and historical sites and attend musical performances in European cities to learn
to see and listen deeply. Respond to these experiences through sketching, and art and music appreciation.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
90
FIN – Finance
FIN240
Personal Finance
4 Semester Credits
Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments,
retirement, and estate planning.
Core Curriculum Component: None
Prerequisite(s): None
FIN331
Financial Management
4 Semester Credits
This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure, and working
capital management.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of MAT105(Applied Algebra),
MPL(Math Placement Level 3); ACC221(Introduction to Financial Accounting)
FIN399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FIN433
Financial Theory: Policy and Practice
4 Semester Credits
This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital,
risk management, corporate restructuring, and corporate governance.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management)
FIN438
Investment Theory
4 Semester Credits
This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics include valuation
principles and practices, risk and return analysis, and derivatives.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
FIN460
International Finance
4 Semester Credits
This course develops tools for practicing multinational financial management including: currency exchange rates, risk, forecasting, spot
and forward rates, hedging, international monetary and trade flows as represented in the accounting and macroeconomic identities for
current account and trade deficits. This course extends the framework of financial management to include international transactions as
well as ethical considerations.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management)
91
FLM – Film
FLM124
Monster Movies
4 Semester Credits
Monster Movies is a survey course that explores the history and impact that imaginary and wicked persons, animals, or things in film
have had on our culture. Utilizing portions of historically significant monster movies, students will analyze the construction of these
cinematic creatures and investigate why audiences enjoy being frightened.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM180
Film Sight and Sound
4 Semester Credits
This is a beginning-level production course that explores the language of film by way of its aesthetic roots, technological history, and
the vocabulary associated with visual story telling. Students will analyze scenes at the shot-by-shot level while learning the creative
potential of the moving image. Students then incorporate these lessons into their own work.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM216
Film Production I
4 Semester Credits
This is an introductory film production course that explores the short narrative story form. Students will write, shoot, and edit four 16mm
silent black & white films. This course explores the collaborative nature, technical requirements, and creative demands of telling stories
through film.
Core Curriculum Component: None
Prerequisite(s): FLM180(Film Sight and Sound)
FLM229
Screenwriting
4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition
to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed
critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): None
FLM230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of
foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will
develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of
theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM240
Animation
4 Semester Credits
This course provides a foundation in the basic principles and techniques of animation. Students will consider the practice, theory, and
cultural function of animation in film, television and new media as they create several animated shorts. Emphasis is placed on creating
animations using motion picture software and new media tools.
92
Core Curriculum Component: None
Prerequisite(s): None
FLM260
Documentary Production I
4 Semester Credits
This is an introductory video production course that explores documentary’s nonfiction art form. Through a series of four video projects,
students learn the elements and structure of stories that observe the world through a lens. Emphasis will be placed on research and
story development, as well as learning through collaboration during production.
Core Curriculum Component: None
Prerequisite(s): COM247(Documentary History and Theory), FLM180(Film Sight and Sound)
FLM295
Film Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM312
Film Production II
4 Semester Credits
This intermediate 16mm production course builds on the lessons and skills learned in FLM 216, with the addition of negative color
photography and synchronized sound. Each student creates three narrative film projects with a collaborative team where they
experience the tasks of writing, directing, shooting, and editing.
Core Curriculum Component: None
Prerequisite(s): FLM216(Film Production I)
FLM348
Intermediate Video Production
4 Semester Credits
This course explores the potential of digital cinema. Building on the lessons learned in COM 247, emphasis will be placed on the visual
aesthetic of the digital image while exploring the craft of storytelling. Each student will produce projects in each of film’s three main
genres: narrative, documentary, and experimental.
Core Curriculum Component: None
Prerequisite(s): FLM260(Documentary Production I)
FLM390
Documentary Film: Location Keystone
4 Semester Credits
This is a short-term study abroad seminar designed to fulfill the Augcore Keystone requirement. Any Film Studies, Communication
Studies, American Indian Studies, and English students with good standing may enroll in the 390 course.
Core Curriculum Component: None
Prerequisite(s): COM247(Documentary History and Theory), FLM216(Film Production I)
FLM397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM399
Internship
4 Semester Credits
93
Core Curriculum Component: None
Prerequisite(s): None
FLM420
Issues in Contemporary Cinema
4 Semester Credits
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help
students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to
help them read films as texts and to interpret the cinema’s larger societal value and impact.
Core Curriculum Component: None
Prerequisite(s): 1 of COM247(Documentary History and Theory), ENL371(History of Cinema)
FLM490
Film Studies Keystone: Critical Conversations about Film and Vocation
4 Semester Credits
FLM 490 is a keystone course required for the major, and enrollment is normally restricted to students who have nearly finished their
coursework. This final production seminar emphasizes the creation of both a team-produced long-form video and individual vocational
portfolios required for the transition to professional life.
Core Curriculum Component: Keystone
Prerequisite(s): FLM216(Film Production I), FLM260(Documentary Production I), FLM420(Issues in Contemporary Cinema)
FLM495
Topics
4 Semester Credits
Selected topics in film with emphasis on professional standards at every step of the finished project.
Core Curriculum Component: None
Prerequisite(s): None
FLM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE – French
FRE111
Beginning French I
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and
readings, these courses work toward the discovery of French culture and way of life.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
FRE112
Beginning French II
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and
readings, these courses work toward the discovery of French culture and way of life.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE111(Beginning French I), FRELANG(French Language Placement)
94
FRE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE211
Intermediate French I
4 Semester Credits
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing
greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE112(Beginning French II), FRELANG(French Language Placement)
FRE212
Intermediate French II
4 Semester Credits
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing
greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE211(Intermediate French I), FRELANG(French Language Placement)
FRE295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE311
French Conversation and Composition
4 Semester Credits
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis
on vocabulary enrichment, grammatical refinements, effective organization of ideas. A prerequisite to other upper division courses.
Core Curriculum Component: None
Prerequisite(s): 1 of FRE212(Intermediate French II), FRELANG(French Language Placement)
FRE331
French Civilization: Historical Perspective
4 Semester Credits
A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural
manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual
materials. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE332
95
French Civilization Today
4 Semester Credits
Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their
contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE351
Survey of French Literature I
4 Semester Credits
The study of major French authors and literary movements in France through the reading of whole literary works where possible.
Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE353
Survey of French Literature II
4 Semester Credits
The study of major French authors and literary movements in France through the reading of whole literary works where possible.
Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FRE411
Advanced French Conversation and Composition
4 Semester Credits
By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in
key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style
and organization.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); FRE311(French Conversation and Composition)
FRE495
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
96
GER – German
GER111
Beginning German I
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to
read extended narratives in simple German, insights into German culture, and participation in short conversations.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
GER112
Beginning German II
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to
read extended narratives in simple German, insights into German culture, and participation in short conversations.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER111(Beginning German I), GERLANG(German Language Placement)
GER199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER211
Intermediate German I
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of
vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER112(Beginning German II), GERLANG(German Language Placement)
GER212
Intermediate German II
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of
vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER211(Intermediate German I), GERLANG(German Language Placement)
GER295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
97
GER311
German Conversation and Composition
4 Semester Credits
Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial
German. Intensive practice in speaking is supplemented with exercises in written composition.
Core Curriculum Component: None
Prerequisite(s): 1 of GER212(Intermediate German II), GERLANG(German Language Placement)
GER331
German Civilization and Culture I
4 Semester Credits
Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000
B.C.) to the Thirty Years War (1648). In German.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER332
German Civilization and Culture II
4 Semester Credits
Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The contemporary
scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In
German.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER351
Survey of German Literature I
4 Semester Credits
The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to
Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and
the Enlightenment.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER354
Survey of German Literature II
4 Semester Credits
The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of figures like
Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama
and conflicts that characterized the birth of the modern age.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GER411
Advanced German Conversation and Composition
4 Semester Credits
98
Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on written
composition including control of style. Oral practice through use of German as classroom language.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); GER311(German Conversation and Composition)
GER495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GRK – Greek
GRK113
Beginning New Testament Greek I
4 Semester Credits
The first course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax, grammar, and
vocabulary of New Testament Greek with the goal of reading proficiency.
Core Curriculum Component: None
Prerequisite(s): None
GRK114
Beginning New Testament Greek II
4 Semester Credits
The second course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax, grammar, and
vocabulary of New Testament Greek with the goal of reading proficiency.
Core Curriculum Component: None
Prerequisite(s): GRK113(Beginning New Testament Greek I)
GST – General Studies
GST009
Augsburg Experience Internship
0 Semester Credits
A transcript notation is given for the academic learning inherent in an approved not-for-credit/internship/work experience. Reflection
activities and work-learning evaluations are conducted by the Center for Service, Work, and Learning. With approval, a noncredit/internship completed by juniors or seniors will fulfill the Augsburg Experience graduation requirement.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GST100
Critical Thinking
4 Semester Credits
99
Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze, synthesize, and
evaluate ideas and arguments. New students with fewer than 28 semester credits in transfer are placed into GST 100 based on their
past academic record. Students must pass GST 100 with a minimum grade of 2.0 or better. Students waived from this course may take
this class only with permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
GST108
AVID Elective
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST140
Integrated Studies
4 Semester Credits
This course is designed to help students improve the skills important to academic success. Study strategies (critical thinking,
motivation, time management, textbook reading, note-taking) are embedded into content-rich subject matter to optimize learning.
Emphasis is placed on combining leaning/study skills with the content to enhance application to other courses and contexts. This
course may not be taken by students who have completed 28 credits.
Core Curriculum Component: None
Prerequisite(s): None
GST195
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST200
Quantitative Reasoning/Statistical Literacy
4 Semester Credits
This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on interpretation,
evaluation, communication, and analysis of statistically-based arguments. Topics include association, causation, observational studies,
experiments, risk, confounding, bias and chance. Common techniques involving statistical opportunism, conditional reasoning using
English to describe and compare rates and percentages presented in tables and graphs, and the use of standardization to take into
account the influence of confounders are reviewed. Emphasis is on interpretation, evaluation, communication, and analysis of
statistically-based arguments.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
GST219
Black Music
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST309
100
Augsburg Experience Work Connections Semimar
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GST458
Mayo Innovation Scholars Program
2 Semester Credits
Students in this course evaluate the potential market and applications for a new medical device under development at the Mayo Clinic
and present their findings and recommendations to Mayo's Ventures Department in Rochester, Minnesota. This course is intended for
students accepted into the Mayo Innovation Scholars Program. The program runs from October to March; students may register in
either fall or spring semester. Applications are due in September/October. Contact the Biology or Economics departments for details.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Application to program required)
HIS – History
HIS101
The Beginning of Western Culture
4 Semester Credits
An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into
the 13th century.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS102
The Shaping of Western Civilization
4 Semester Credits
A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by
Napoleon.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS103
The Modern World
4 Semester Credits
A study of the main currents in Western civilization from the time of Napoleon to the present.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS104
The Modern Non Western World
4 Semester Credits
An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS120
America to 1815
4 Semester Credits
101
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.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS121
19th-Century United States
4 Semester Credits
A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as political and
economic history. The course will move topically as well as chronologically through the years in which the United States came to
prominence despite internal dissent and violence. Themes include the emergence of a national identity, political system, and economy,
slavery, expansion, and empire-building, regional differences, the Civil War and its aftermath, and industrialization.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS122
20th-Century United States
4 Semester Credits
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.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS140
Topics in World History
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS150
Latin American History
4 Semester Credits
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.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS155
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history.
Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in
Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and
concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
102
HIS162
Modern South Asia
4 Semester Credits
This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and independence
in the area now politically known as India, Pakistan, and Bangladesh.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS195
Topics in History
4 Semester Credits
An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be
announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS225
History of the Twin Cities
4 Semester Credits
The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and economic
change; transportation, immigration, and ethnicity; and urban politics and reform.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
HIS234
Minnesota History
4 Semester Credits
This course examines the racial, ethnic, political, and economic history of Minnesota, from the earliest inhabitants (Ojibwe and Dakota),
through the period of British and French exploration, and to the development of statehood.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS236
American Indian History
4 Semester Credits
A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the
present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations.
Core Curriculum Component: None
Prerequisite(s): None
HIS241
Topics in African American History
4 Semester Credits
Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will
be announced prior to registration.
103
Core Curriculum Component: None
Prerequisite(s): None
HIS242
History of African American Civil Rights, 1619-1915
4 Semester Credits
A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced by race and
class, emphasizing emancipation and integration of slaves and former slaves.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS243
History of African American Civil Rights, 1915-1972
4 Semester Credits
A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles
Houston, Thurgood Marshall, and Martin Luther King, Jr.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS249
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions
consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
HIS280
The History Workshop
4 Semester Credits
This course introduces history majors and minors to the historian’s craft. Students will examine the development of the discipline of
history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional
careers and public life. Students will also gain and sharpen the research and writing skills critical to their success in upper-level history
courses. Guest speakers and off-campus site visits will enhance course content.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
HIS282
The History of Women Since 1848
4 Semester Credits
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.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS300
104
Public History
4 Semester Credits
Public history is the practice of historical methods with non-academic audience in mind. This survey explores the components of public
history, many of its venues, and pressing issues in the field through examination of a range of topics (including, but not limited to): local
history, historical memory, archives, exhibits, oral histories, documentaries, publishing, museums, historic sites, and historic
preservation.
Core Curriculum Component: None
Prerequisite(s): None
HIS311
Topics in Women's History
4 Semester Credits
Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific topic to be offered
will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS316
U.S. Urban Environmental History
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
HIS323
Modern China
4 Semester Credits
A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of the imperial
system; and the Nationalist and Communist revolutions of the 20th century.
Core Curriculum Component: None
Prerequisite(s): None
HIS327
Racism and Resistance in Southern Africa and the United States
4 Semester Credits
This course explores historical parallels of the development in southern Africa and in the United States, strategies of resistance, the
successes and limitations of political victories over apartheid and racism, and the lingering economic, social, political, and psychological
effects of racism.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS331
Topics in United States History
4 Semester Credits
In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings. The specific
topics to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS332
105
History of United States Foreign Relations
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
HIS335
American Urban History
4 Semester Credits
A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the
dynamics of urban growth and planning, politics and reform, and the growth of urban culture.
Core Curriculum Component: None
Prerequisite(s): None
HIS336
American Labor History
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
HIS338
American Legal History
4 Semester Credits
An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial
antecedents, contributed to the emergence of our modern legal system.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS343
Empires and Borderlands in North America
4 Semester Credits
This course explores race, ethnicity, gender, politics, the histories of the Indigenous people, the contest of European powers, the
American conquest of the continent, ecological transformations, the emergence of a regional West, and U.S. borders with Mexico,
Canada, and the Pacific World.
Core Curriculum Component: None
Prerequisite(s): None
HIS346
Namibia and South Africa: A Historical Perspective
4 Semester Credits
A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war
for independence, and the roots of apartheid and its institutionalization.
Core Curriculum Component: None
Prerequisite(s): None
HIS348
Russia and the Soviet Union in the 20th Century
4 Semester Credits
106
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.
Core Curriculum Component: None
Prerequisite(s): None
HIS349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions
consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
HIS350
Latin American History
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
HIS352
The Holocaust in German History
4 Semester Credits
This course explores the development of modern Germany from its unification in 1871 through the aftermath of World War II, focusing
on the Third Reich and the Holocaust. Through diverse course materials (memoirs, film, posters, etc.), students will analyze the
National Socialist regime and the horrors it wrought, and explore the experiences of “ordinary Germans,” including women, children,
Jews and other minority groups.
Core Curriculum Component: None
Prerequisite(s): None
HIS354
Modern Britain and Ireland
4 Semester Credits
This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a
period of dramatic change in British politics, society, culture, and international status.
Core Curriculum Component: None
Prerequisite(s): None
HIS355
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history.
Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in
Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and
concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS357
107
Mexican History, Culture, and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin
America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The Modern
World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United States), HIS122(20thCentury United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in Latin America), HIS162(20th-Century
South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities), HIS234(Minnesota History), HIS236(American Indian
History), HIS241(Topics in African American History), HIS242(History of African American Civil Rights, 1619-1915), HIS243(History of
African American Civil Rights, 1915-1972), HIS249(The Designed Environment), HIS280(The History Workshop), HIS282(The History
of Women Since 1848), HIS299(Directed Study)
HIS360
Ancient Egypt and Classical Greece
4 Semester Credits
This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of written and visual
sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic,
and cultural aspects of life in antiquity.
Core Curriculum Component: None
Prerequisite(s): None
HIS361
Hellenistic Greece and Rome
4 Semester Credits
This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written and visual
sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic,
and cultural aspects of life in antiquity.
Core Curriculum Component: None
Prerequisite(s): None
HIS369
The Early and High Middle Ages
4 Semester Credits
This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written and visual
sources in an attempt to understand medieval society. In addition to the “traditional” political narrative, it also looks at social, economic,
and cultural aspects of medieval life.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
HIS370
The Late Middle Ages to 1648
4 Semester Credits
This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources in an attempt
to understand late medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural
aspects of life in this period.
Core Curriculum Component: None
Prerequisite(s): None
HIS374
Medieval Crusades
4 Semester Credits
This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West attempted to
“take back” the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will examine such issues as
108
pilgrimage, holy war, and the complex relationships between East and West, between Muslims and Christians. We will pay particular
attention to the question of historical representation.
Core Curriculum Component: None
Prerequisite(s): None
HIS378
Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a
variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but
also in the social and political spheres. Cross-listed with REL378.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
HIS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS440
Topics in World History
4 Semester Credits
This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will
be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS462
Modern South Asia
4 Semester Credits
This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and independence
in the area now politically known as India, Pakistan, and Bangladesh. Upper division students will have additional assignments and
different exams from lower division.
Core Curriculum Component: None
Prerequisite(s): None
HIS474
World and the West
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
109
HIS480
History Senior Seminar
4 Semester Credits
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework.
Selected topics will be announced prior to registration.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); HIS280(The History Workshop)
HIS498
Independent Study *
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HON – Honors
HON100
Religion, Vocation, and the Search for Meaning I
4 Semester Credits
Honors section of REL100. Some students (e.g., some science majors) may need to defer the course and take HON100 in another
term.
Core Curriculum Component: None
Prerequisite(s): None
HON111
Effective Writing for Liberating Letters
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of ENG101(Developmental
Writing), ENL101(Developmental Writing), WPL(Writing Placement Level), WPL(Writing Placement Level)
HON120
The Scholar Citizen
4 Semester Credits
An introduction to the Honors Program. Course content focuses on great primary texts focusing on the connections between learning
and citizenship, or the public uses of knowledge (e.g. Plato’s cave). Concurrent registration in HON120L is required. (Includes theater
lab)
Core Curriculum Component: None
Prerequisite(s): None
HON120L
The Scholar Citizen Theatre Lab
0 Semester Credits
110
Core Curriculum Component: None
Prerequisite(s): HON120(The Scholar Citizen) *concurrent registration is required*
HON130
Liberating Letters: Humanist Tradition
4 Semester Credits
Interdisciplinary humanities survey course that explores the Western tradition of letters through significant texts and modern context.
Students stage courtroom trials where great authors, characters, or ideas are challenged and tested. Based on the medieval liberal arts
trivium of grammar, rhetoric, and logic. This course is linked with HON 111 and both courses share texts, assignments, and some class
sessions. Students are strongly encouraged to register for both courses in the same term.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON200
Religion, Vocation, and the Search for Meaning II
4 Semester Credits
Honors version of REL 200. See REL 200 for content and requirements.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of HON100(Christian
Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I)
HON220
The Scholar Scientist
4 Semester Credits
Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course addresses systems of quantitative thought,
including logic, computing, and formal systems.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of MAT105(Applied
Algebra), MPL(Math Placement Level 3)
HON221
Intermediate Expository Writing
4 Semester Credits
This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and organization, the process
of revision, self and peer evaluation, and the relationship between reading and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
HON230
Arts and the City
4 Semester Credits
Interdisciplinary fine arts course where students attend museums, galleries, concerts, plays, and other significant arts events while
researching and writing critical and historical critiques of central theories and approaches to the fine arts.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON240
Science, Technology, and Citizenship
4 Semester Credits
Multidisciplinary/interdisciplinary lab science course. Physics, biology, and chemistry are used to critically examine a key national or
global issue. Concurrent registration in HON240L is required.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
111
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON240L
Science, Technology, and Citizenship Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); HON240(Science,
Technology, and Citizenship) *concurrent registration is required*
HON250
The Social Scientist
4 Semester Credits
Problem-based/question-based course in social sciences involving at least two social science disciplines and several faculty.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON260
Augsburg Honors Review: Research Thesis Requirement
0 Semester Credits
Students in the fall semester of HON 260 practice and complete a structured process for collecting,synthesizing, applying, and
documenting research and academic writing. Students should take this course in conjunction with another course within which they will
produce a research-based paper. A final research paper is required to complete 260. Students also solicit and evaluate manuscripts for
the Honors Review (0.0 credit, P/N only) .Students in the spring semester of HON 260 edit and publish the Honors Review, a national
journal for undergraduate scholarship that resides at Augsburg College. Students will evaluate and select potential articles for the
journal, shepherd those manuscripts through an external review process by faculty referees, and publish the journal by the end of the
term. This course will assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only).
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON340
Junior Colloquium: The Scholar as Leader
0 Semester Credits
Taught by the dean and/or president of the College, this seminar explores themes of leadership and service in the public context. (0.0
credit; P/N)
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON375
Student Created Learning Experience
0 Semester Credits
This course will only be used for student created learning experiences that fulfill the Recreational Wellness requirement.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
HON380
Student Created Learning Experience
1 Semester Credits
May take many forms as determined by the student and faculty creating the learning experience (may be 1, 2 or 4 credits, and may use
traditional or P/N grading options).
Core Curriculum Component: None
Prerequisite(s): None
HON450
112
Augsburg Honors Review: Research Thesis Requirement
0 Semester Credits
Students in the fall semester of HON 450 practice and complete a structured process for collecting,synthesizing, applying, and
documenting research and academic writing. Students should take this course in conjunction with another course within which they will
produce a research-based paper. A final research paper is required to complete 450. Students also solicit and evaluate manuscripts for
the Honors Review (0.0 credit, P/N only) .Students in the spring semester of HON 450 edit and publish the Honors Review, a national
journal for undergraduate scholarship that resides at Augsburg College. Students will evaluate and select potential articles for the
journal, shepherd those manuscripts through an external review process by faculty referees, and publish the journal by the end of the
term. This course will assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only).
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON470
Student/Faculty Collaboration: Research Thesis Requirement
0 Semester Credits
Students register for this course to fulfill the honors research requirement through a student/faculty research collaboration. (0.0 credit,
P/N only)
Core Curriculum Component: None
Prerequisite(s): None
HON490
Honors Senior Seminar
4 Semester Credits
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 primary texts related to philosophy, rhetoric, vocation, and meaning.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HON499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE – Health, Physical Education and Exercise Science
HPE104
Components of Fitness Training
4 Semester Credits
This course implements a performance-based approach designed to enable the student to become well educated in strength and
cardiovascular training. The proficiencies will address the specifics of knowledge and performance in fitness training. This course will
implement optimal research based theories for improving aerobic and muscular strength for the purpose of designing an individualized
strength and aerobic conditioning program. (Fall)
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): None
HPE110
113
Personal and Community Health
4 Semester Credits
Concepts and practices of health and healthful living applied to the individual and the community.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
HPE114
Health and Safety Education
2 Semester Credits
Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall,
Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE115
Chemical Dependency Education
2 Semester Credits
An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and
services. (Fall, spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE205
Introduction to Health, Physical Education, and Exercise Science
2 Semester Credits
An introduction to the professional field of health, physical education, and exercise science. Includes history, current trends, and
professional opportunities related to health, human performance, and wellness. Students also will examine the components of a
balanced, healthy lifestyle. (Fall, Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE215
Health and Exercise Psychology
4 Semester Credits
Study of the impact of psychological, behavioral, social, and biological interactions on exercise and health. Specific physiological and
psychological benefits associated with exercise are addressed along with health promotion, intervention, and adherence. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE220
Motor Learning and Development
2 Semester Credits
The study of the processes associated with developing motor skills and performance, and how this relates to motor development.
(Spring)
Core Curriculum Component: None
114
Prerequisite(s): None
HPE254
Introduction to Developmental/Adapted Physical Education
2 Semester Credits
A general overview of developmental/adapted physical education from early childhood through grade 12. The role of school-based
health and physical education programs for students with disabilities will be addressed. Fieldwork experience is a requirement in this
course. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE275
Prevention and Care of Athletic Injuries
2 Semester Credits
Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. A
lab accompanies this course. Concurrent registration in HPE275L is required.(Spring)
Core Curriculum Component: None
Prerequisite(s): HPE114(Health and Safety Education)
HPE275L
Prevention and Care of Athletic Injuries Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE275(Prevention and Care of Athletic Injuries) *concurrent registration is required*
HPE280
Coaching Theory
2 Semester Credits
Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport and how psychological factors affect
participation in sport. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE300
Nutrition for Exercise Science
4 Semester Credits
This course provides an integrated overview of the physiological requirements, food sources, and functions of carbohydrates, fats,
protein, vitamins, and minerals and their impact on health and performance. Students will evaluate and design nutritional regimens to
support optimal athletic performance, ultimately examining nutritional supplements, ergogenic aids, and anabolic steroids and the safety
and efficacy of legal and banned substances. (Spring)
Core Curriculum Component: None
Prerequisite(s): BIO103(Human Anatomy and Physiology), HPE104(Components of Fitness Training)
HPE304
Advanced Fitness Training
4 Semester Credits
115
This course is designed to examine and apply advanced personal training research. Participants will be exposed to established training
methods for developing advanced workouts as well as a variety of breakthrough exercises that may result in fitness improvements.
Ultimately, the student will create and optimize aspects of different training phases in a year-round program design. In addition, the
content of this course is focused toward the knowledge and skills required for the NSCA Certified Strength and Conditioning Specialist
(CSCS) exam.
Core Curriculum Component: None
Prerequisite(s): BIO103(Human Anatomy and Physiology), HPE104(Components of Fitness Training), HPE114(Health and Safety
Education), HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE305
Stress Management
2 Semester Credits
This course introduces students to concepts related to stress and stress management. Along with the study of the role of stress in
dysfunction of the human body, individual assessments and reflection are used to assist students in developing a greater understanding
of the role of stress in their life. Individual stress management plans will be constructed. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE315
Exercise Testing and Prescription
2 Semester Credits
This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to provide the
student with an understanding of the physiological and pathophysiological responses of the body to clinical exercise testing and to
develop a basis for the exercise prescription in health and disease. The content of this course is focused toward the knowledge and
skills required for taking the ACSM Certified Health Fitness Specialist (HFS) exam.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); HPE357(Measurement in Health, Physical Education,
and Exercise Science) *concurrent registration is required*
HPE316
Human Sexuality
4 Semester Credits
A study of the psychological, social, and biological components of human sexuality. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE320
School Health Curriculum
2 Semester Credits
Techniques for developing a course of study in school health based upon growth and development for grades K-12. Examination of
national standards and pedagogy for health education, curriculum, and assessment included. (Fall even years)
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE324
K-6 PE Games and Activities
2 Semester Credits
This course integrates theory and practice in teaching age- and skill-appropriate activities to elementary students. Fieldwork experience
is a requirement in this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE334
7-12 Sport Skills and Activities
116
2 Semester Credits
Theory and practice in skills and teaching selected games and activities. Fieldwork experience is a requirement in this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE335
Outdoor Education
2 Semester Credits
A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural
environment in which these activities occur. The course will include a three-day camping/hiking trip. Fieldwork experience is a
requirement in this course. (Fall even years, spring even years)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to Health,
Physical Education, and Exercise Science)
HPE336
Trekking the Mountains: An Outdoor Cultural Excursion
4 Semester Credits
A course designed for a multifaceted exploration of mountainous regions of the world, while developing the outdoor trekking
experience. This eleven-day trip will include immersion, as well as trekking in beautiful and less traveled regions of the country. While
trekking, one is provided opportunity for leadership and personal growth and development, as we share leadership and logistrics for the
excursion.
Core Curriculum Component: None
Prerequisite(s): None
HPE340
Organization and Administration of Physical Education Programs
2 Semester Credits
A survey of management, leadership, and decision making for physical education and athletic programs. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE350
Kinesiology
4 Semester Credits
A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to the study of
movement and how it relates within the physical education and health fitness fields. A lab accompanies this course. Concurrent
registration in HPE350L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); BIO103(Human Anatomy and Physiology),
HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required*
HPE350L
Kinesiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE350(Kinesiology) *concurrent registration is required*
HPE351
Physiology of Exercise
4 Semester Credits
The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and motor training.
A lab accompanies this course. Concurrent registration in HPE351L is required.
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Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); BIO103(Human Anatomy and Physiology)
HPE351L
Physiology of Exercise Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE351(Physiology of Exercise) *concurrent registration is required*
HPE357
Measurement in Health, Physical Education, and Exercise Science
2 Semester Credits
Concepts of statistics and the use of statistical procedures in health and physical education programs. Topics include descriptive
statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and Exercise
Science); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); HPE104(Components of Fitness Training)
HPE358
Assessment in Health and Physical Education
2 Semester Credits
Standards, assessment, and evaluation of tests in health and physical education. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and Exercise
Science); HPE104(Components of Fitness Training), HPE357(Measurement in Health, Physical Education, and Exercise Science)
*concurrent registration is required*
HPE365
Physical Education Methods K-6
4 Semester Credits
Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of teaching physical
education to elementary-aged children. Fieldwork experience is a requirement in this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE324(K-6 PE Games and Activities)
HPE368
Physical Education Methods 7-12
4 Semester Credits
Procedures, materials, and issues involved in teaching physical education in secondary schools. An in-depth view of all aspects of
teaching physical education to secondary-aged students. Fieldwork experience is a requirement in this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE334(7-12 Sport Skills and Activities)
HPE390
Instructional Methods and Materials in Health Education
4 Semester Credits
Principles and methods of instruction applied to health education grades K-12. Emphasis on teaching/learning strategies and student
assessment. Evaluation and development of materials included. Fieldwork experience is a requirement in this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE396
118
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE410
Administration and Supervision of the School Health Program
2 Semester Credits
Historical background, legal basis, and school health services relationship to community and school health programs and resources.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE450
Current Health Issues
2 Semester Credits
This course uses critical thinking skills to examine current health issues in text and media from a sociological, political, economic, and
medical perspective.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE473
Physical Education Curriculum
2 Semester Credits
Techniques for developing a course of study in physical education based upon growth and development for grades K-12. Examination
of National Standards and pedagogy for physical education, curriculum, and assessment included.
Core Curriculum Component: None
Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE490
Exercise Science Seminar and Keystone
4 Semester Credits
This course will provide the student with the pinnacle component of the Exercise Science degree plan. The keystone will provide an
understanding of human responses to exercise and its relevance to a diverse and challenging world, as well as help develop a basis for
research as this relates to the major.
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Core Curriculum Component: Keystone
Prerequisite(s): HPE350(Kinesiology), HPE351(Physiology of Exercise)
HPE495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM – Humanities
HUM120
Medieval Life in 12th-Century Europe
4 Semester Credits
This is the introductory course for medieval studies. It uses an interdisciplinary approach to study European culture during a period
known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and
feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this
material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities.
Core Curriculum Component: Humanities
Prerequisite(s): None
HUM195
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM490
Keystone: Medieval Studies Project
4 Semester Credits
The final project in medieval studies functions like an independent study. Because medieval studies is an interdisciplinary major, the
final project must be also be interdisciplinary. Students are free to choose any topic connected to the Middle Ages, but must examine it
with professors from at least three different disciplines. The traditional disciplines that comprise medieval studies are art history,
English, history, music history, philosophy, religion, and theater history, but students have also completed projects involving professors
from other disciplines, such as sociology and psychology. Experiential approaches are encouraged but not required. For example, past
students have built medieval musical instruments, medieval suits of armor, and Renaissance commedia dell’arte masks, and then
written about the process.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL360(The Classical
Tradition), ENL361(The Medieval World); 1 of HIS372(Medieval Church), PHI242(History of Philosophy II: Medieval and Renaissance
Philosophy), REL361(The Church/First Four Centuries), REL362(Martin Luther and the Reformation); 1 of ART386(Medieval Art),
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ART387(Renaissance and Baroque Art), THR361(Theater Histories: Origins to 1800); HIS369(The Early and High Middle Ages),
HIS370(The Late Middle Ages to 1648), HUM120(Medieval Life in 12th-Century Europe)
HUM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS – Interdisciplinary Studies
INS198
Internship *
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS222
The Nobel Laureates: Religious and Political Perspectives
4 Semester Credits
Through studying the lives of prominent peacemakers and the opportunity provided to us by the Nobel Peace Prize Forum, this course
examines peacemaking in the 21st century, utilizing both the lenses of political science and religion. Prerequistes: REL 100 or 300 (or
can be taken concurrently).
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*,
REL100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*, REL300(Religion, Vocation, and the
Search for Meaning I+II) *concurrent registration is acceptable*
INS225
Introduction to Islam
4 Semester Credits
The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic economic and
political systems, and Islamic patterns of life.
Core Curriculum Component: None
Prerequisite(s): None
INS232
African-American Experience in America
4 Semester Credits
An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and
psychological aspects of that experience.
Core Curriculum Component: None
Prerequisite(s): None
INS233
Women: A Cross Cultural Perspective
4 Semester Credits
121
Core Curriculum Component: None
Prerequisite(s): None
INS255
Paideia Approach: Thinking, Talking and Reading
4 Semester Credits
Students will participate in a series of seminar discussions following the Paideia seminar format as developed by Mortimer Adler.
Seminar topics emphasize selections that help students to think critically, understand timeless ideas, listen carefully, and question
thoughtfully. This course is ideal for education, social science, and language arts majors.
Core Curriculum Component: None
Prerequisite(s): None
INS291
Topics in Study Abroad and Intercultural Development
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS292
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS294
Career Exploration in Financial Services
2 Semester Credits
This course will introduce the career exploration/planning process and an overview of careers in financial services and insurance.
Students will develop strategies and skills for career-related decision making and for an effective internship/job search. Course
sessions will include: personal and career assessments and interpretation, career research and readings, topic discussions, employer
guest speakers, and a Travelers company site visit.
Core Curriculum Component: None
Prerequisite(s): None
INS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS298
Meaningful Work: Linking Education,Vocation and Career Exploration
2 Semester Credits
This course will introduce students to the nature of work and its role and value to the individual and to society and provide the strategies
and skills necessary for a lifetime of career-related decision making, meaningful work and active citizenship. The course is geared to
both students who are undecided and students who are seeking an in-depth look at a chosen personal life and career path.
Core Curriculum Component: None
Prerequisite(s): None
INS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
122
Prerequisite(s): None
INS312
The Politics of Development in Southern Africa
4 Semester Credits
This course examines basic theories of development as well as the political economy of development. It provides the opportunity to
reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
Prerequisite(s): None
INS316
Building a Sustainable Democracy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS317
Understanding the Northern Ireland Conflict
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS327
Environment and Agriculture: Agroecosystems in Context
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS328
Justice and the US Food System
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS330
Arts Praxis: Social Justice Theory and Practice in the Field
4 Semester Credits
Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the differences
between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and
cultural events.
Core Curriculum Component: None
Prerequisite(s): None
INS331
Art and Culture in Political, Social and Historical Context
4 Semester Credits
Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual
discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic theory and artistic expression with
issues of social change and activism.
Core Curriculum Component: None
Prerequisite(s): None
INS334
123
From Consumers to Creators
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS335
Digital Laboratory
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS342
River Politics Field Seminar
4 Semester Credits
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.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): POL241(Environmental and River Politics)
INS345
Urban Environment Field Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS346
Sustainability, Ecology, and New Zealand Environmental Policy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS349
Maori Perspectives, Pluralism, and National Identity
4 Semester Credits
Based in Auckland, this new program examines how social and environmental factors shape political and ecological dimensions of
identity and culture, and how New Zealanders from many different backgrounds are envisioning and creating a shared future. A number
of topics explored during the semester include the history of colonization, the treaty and the truth and reconciliation process that shape
contemporary life, Maori protest and social movements, key strategies used to address sustainability, and many more economic and
environmental issues.
Core Curriculum Component: None
Prerequisite(s): None
INS351
Social Dimensions of Environmental Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS352
Field Research Methods and Investigation
4 Semester Credits
124
Core Curriculum Component: None
Prerequisite(s): None
INS353
Adaptive Ecosystem Management
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS354
Workshop in Fiction, Poetry, and Creative Nonfiction
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS355
Creative Writing in Political, Social, and Historical Context
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS358
Inequality in America: A Political Economy Approach
4 Semester Credits
Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race, class, and gender
on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are
examined in the context of dominant ideology and perspectives of people who challenge it.
Core Curriculum Component: None
Prerequisite(s): None
INS359
Political Sociology of Building Power, Change, and Equity
4 Semester Credits
Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing—views on the Twin
Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide data to identify inequality and to
assess theories and strategies for explaining and overcoming it.
Core Curriculum Component: None
Prerequisite(s): None
INS366
Community Participation and Social Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS369
Politics and Development in Ecuador
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS371
Disjuncture and Difference in Europe
125
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS372
Norwegian Language
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS376
Challenges and Opportunities of European Integration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS377
The Scandinavian Welfare States in an Age of Globalization
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS379
Challenges of a Changing Welfare State
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS387
Integration Seminar: Advanced Internship: Theory and Practice
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS391
Race in America Then and Now: “Post-Racial” Perspectives on the Civil Rights Movement
6 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS393
Scandinavian Art, Film and Literature
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS394
Urbanization and Immigration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
126
INS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS491
Topics in Study Abroad and Intercultural Development
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS492
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS498
Independent Study: Metropolitan Resources
2 Semester Credits
An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources available, e.g.,
lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty
member.
Core Curriculum Component: None
Prerequisite(s): 1 of POL122(Metropolitan Complex), SOC111(Human Community and Modern Metropolis); CONSENT(Consent of
Instructor)
127
INS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of POL484(Political Analysis), SOC363(Research Methods)
KEY – Keystone
KEY470
Creating Life in the Arts: Exploration and Reflection on Vocation
4 Semester Credits
From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into the skill sets
and mind sets important for arts professionals in all fine arts majors. While exploring vocation concepts, this course balances
entrepreneurial awareness, attitudes, and skills with entrepreneurial insights, skills and reflection.
Core Curriculum Component: Keystone
Prerequisite(s): None
KEY480
Topics in Global Interdependence
4 Semester Credits
This cross-cultural keystone seminar prepares students to "act globally" by challenging them to apply the diverse perspectives acquired
while studying abroad and to analyze issues that transcend national boundaries. In English with readings in a language other than
English. Open to international students and to upper-division students who have advanced knowledge of a language other than English
or have studied abroad for a full semester (including in English-speaking countries with consent of instructor).
Core Curriculum Component: Keystone
Prerequisite(s): None
KEY490
Vocation and the Meaning of Success
4 Semester Credits
This course is the keystone course for business majors and other majors where the major program does not include a keystone
element. It draws together all facets of a student’s education by providing opportunities to reflect upon and write about the integration of
one’s classes, life, and future. Readings and critical discussions with others in the same and in different majors will add dimension to
each student’s reflective writing.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
LAT – Latin
LAT101
Beginning Latin I
4 Semester Credits
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources. Attention to classical
and medieval Latin culture as time permits.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
LAT102
Beginning Latin II
4 Semester Credits
128
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources. Attention to classical
and medieval Latin culture as time permits.
Core Curriculum Component: Modern Language 2
Prerequisite(s): LAT101(Beginning Latin I)
LST – Leadership Studies
LST205
Introduction to Leadership Studies
4 Semester Credits
This course lays the groundwork for the study of leadership and enhances the capacity to lead. This course offers an opportunity to
develop and tell your public narrative and leadership story. It serves as an overview of leadership theories, their definitions, and their
theoretical strengths and weaknesses.
Core Curriculum Component: None
Prerequisite(s): None
MAT – Mathematics
MAT103
Prealgebra
3 Semester Credits
A fast-paced review of basic mathematical skills and concepts including integers, fractions, decimal numbers, ratios, percents, order of
operations, exponents, and an introduction to algebraic expressions, equations, and graphs with an emphasis on applications to
everyday life. P/N grading only. Prior experience with high school algebra is assumed. MAT 103 does not count as credit toward
graduation. Grade of P advances student to MPG2. This course does not meet a NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): MPL(Math Placement Level 1)
MAT105
Applied Algebra
3 Semester Credits
Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences,
business, and everyday life. Grade of 2.0 or higher advances student to MPG3. Students preparing for MAT 114 should consult the
department. This course does not meet a NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level 2)
MAT110
Finite Mathematics
4 Semester Credits
Concepts of introductory linear algebra and elementary probability theory. Focuses on applications to business, economics, and social
science, with an emphasis on developing quantitative skills needed for further study in those areas. Topics include linear equations,
systems of linear equations, graphing lines and linear inequalities, matrices, sets, counting, probability axioms, conditional probability,
Bayes' theorem, and applications such as supply/demand, break-even analysis, input-output analysis, least squares, linear
programming, Markov chains, game theory, or financial mathematics. Students who have completed MAT 246 or MAT 373 may not
register for credit.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Group)
MAT114
Precalculus
4 Semester Credits
129
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 MPG4.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT129
Practical Applications of Math
4 Semester Credits
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.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT137
Mathematics for Elementary Teachers I
4 Semester Credits
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of
problem solving, reasoning, connections, communication, and representation. MAT 137 and MAT 138 are courses designed for
prospective K-6 elementary school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT138
Mathematics for Elementary Teachers II
4 Semester Credits
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of
problem solving, reasoning, connections, communication, and representation. MAT 137 and MAT 138 are courses designed for
prospective K-6 elementary school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT140
Calculus Workshop
1 Semester Credits
An elective workshop for students concurrently enrolled in Calculus or Calculus II. Calculus-related problems and activities that require
significant collaborative and creative effort. Emphasis on strategies for succeeding in college-level mathematics courses. This course
does not meet a NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT145(Calculus I) *concurrent registration is required*, MAT146(Calculus II) *concurrent registration is required*
MAT145
Calculus I
4 Semester Credits
Concepts of calculus focusing on differentiation; topics include limits, derivatives, their applications, and introduction to integrals.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4)
MAT146
Calculus II
4 Semester Credits
130
Concepts of calculus focusing on integration; topics include techniques of integration, applications of integrals, differential equations,
infinite series, and polar curves.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
MAT163
Introductory Statistics
4 Semester Credits
Concepts of elementary statistics, with an emphasis on working with data and understanding the role of variability. Topics include
descriptive statistics, data visualization, confounding and causal associations, confidence intervals, hypothesis testing, regression, and
the use of modern computational tools in statistics. Students who have successfully completed MAT164, BUS379, PSY215, or SOC362
cannot enroll in MAT163.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT164
Introductory Statistics for STEM
4 Semester Credits
Concepts and techniques of elementary statistics, with an emphasis on working with scientific data and understanding the role of
variability. Topics include descriptive statistics, data visualization, probability distributions, simulation, experimental design, confidence
intervals, hypothesis testing, analysis-of-variance, regression, and the use of modern computational tools in statistics. This course is
designed for prospective Science, Technology, Engineering, or Mathematics (STEM) majors or anyone interested in a more scientific
introduction to statistics. Students who have successfully completed MAT163, MAT248, BUS379, PSY215, or SOC362 cannot enroll in
MAT164.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group)
MAT171
Discrete Mathematics For Computing
4 Semester Credits
Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics,
with an emphasis on connections to computer science. Completion of CSC160 recommended prior to MAT171. Students who have
completed MAT271 may not register for credit.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT173
Mathematics of Finance
4 Semester Credits
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life insurance. Provides
an introduction to actuarial mathematics.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT199
Internship
4 Semester Credits
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MAT201
Communicating Mathematics
2 Semester Credits
131
An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources. This course does
not count as an elective in the mathematics major or minor. Completion of this course plus one of MAT 304, MAT 314, MAT 324, MAT
355, MAT 369, MAT 374, or MAT 377 taken at Augsburg satisfies the major’s speaking skill requirement. Students with majors other
than mathematics should consult their major department before taking this course.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II)
MAT213
Data Visualization and Statistical Computing
4 Semester Credits
Concepts of communicating with data visually, with an emphasis on computational techniques. Topics include data management,
visualizations of maps and networks, data scraping, programming bootstrap and randomizations, creating animated Gifs.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for
Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis); MPL(Math Placement Group)
MAT245
Calculus III
4 Semester Credits
Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple
integrals, and parametric representations.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II)
MAT246
Linear Algebra
4 Semester Credits
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants,
and eigenvalues.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures)
MAT252
Exploring Geometry
4 Semester Credits
Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on
geometric reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): MAT145(Calculus I)
MAT271
Discrete Mathematical Structures
4 Semester Credits
Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory, and formal logic,
with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): 1 of All of 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MAT248(Biostatistics),
MAT252(Exploring Geometry), MAT287(History of Mathematics); MAT145(Calculus I); MAT146(Calculus II)
MAT273
Statistical Modeling
4 Semester Credits
132
Concepts of selecting, assessing the fit, and evaluating statistical models. Topics studied include statistical model transformations,
outlier detection, hypothesis testing and confidence interval construction, evaluation of multi-collinearity and correlated predictors on
model results, and one-way and multi-Factor ANOVA to assess relationships among quantitative response variables and categorical
predictor variables. This course includes several small group projects culminating with a final group project.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for
Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis); MPL(Math Placement Group)
MAT287
History of Mathematics
4 Semester Credits
Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern mathematics.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
MAT304
Graph Theory
4 Semester Credits
Concepts of graph theory including standard graphs, classic questions, and topics such as degree sequences, isomorphism,
connectivity, traversability, matching, planarity, coloring, and graph metrics. Focuses on theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public
Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level); MAT271(Discrete Mathematical Structures)
MAT314
Abstract Algebra
4 Semester Credits
Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. Focuses on theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating
Mathematics); MAT246(Linear Algebra), MAT271(Discrete Mathematical Structures)
MAT324
Analysis
4 Semester Credits
Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical setting. Focuses
on theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating
Mathematics); MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT355
Numerical Mathematics and Computation
4 Semester Credits
Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error
propagation, practical implementation of numerical methods on modern computers, and applications.
Core Curriculum Component: None
133
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating
Mathematics); CSC170(Introduction to Programming), MAT146(Calculus II)
MAT363
Dynamical Systems
4 Semester Credits
Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals, along with topics
such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and Julia sets.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT246(Linear Algebra), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical
Structures); MAT146(Calculus II)
MAT369
Modeling and Differential Equations in Biological and Natural Sciences
4 Semester Credits
Concepts of differential equations including quantitative and qualitative solution method of linear and non-linear systems; the
application, modeling, and analysis of differential equations to model biological phenomena.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating
Mathematics); MAT245(Calculus III)
MAT373
Probability Theory
4 Semester Credits
Concepts of probability including methods of enumeration, random variables, probability distributions, simulation of random processes,
expectation, moment generating functions, and the Central Limit Theorem.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures); MAT146(Calculus II)
MAT374
Statistical Theory and Applications
4 Semester Credits
Concepts of statistical inference including sampling distributions, methods of estimation, confidence intervals, hypothesis testing, linear
regression, statistical computing, and practical implementation of statistical theory. Intended for students with some background in
elementary statistics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating
Mathematics); MAT373(Probability and Statistics I)
MAT377
Operations Research
4 Semester Credits
Concepts of linear programming and its applications to optimization problems from industrial settings including the simplex method,
sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the mathematical theory and the
application to current business practice.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating
Mathematics); MAT246(Linear Algebra)
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MAT394
Topics in Statistics
4 Semester Credits
Study of an advanced topic in statistics such as modeling, design of experiments, or data analysis.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MAT248(Biostatistics),
MAT373(Probability and Statistics I); 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing
for Liberating Letters); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); MAT146(Calculus II)
MAT395
Topics
4 Semester Credits
Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics, graph theory,
topology, or foundations of mathematics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating
Mathematics); 2 of MAT245(Calculus III), MAT246(Linear Algebra), MAT252(Exploring Geometry), MAT269(Modeling and Differential
Equations), MAT271(Discrete Mathematical Structures), MAT287(History of Mathematics)
MAT397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating
Mathematics)
MAT399
Internship
4 Semester Credits
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper
division credit, significant mathematical content and presentation at a departmental colloquium is required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating
Mathematics)
MAT491
Mathematics Colloquium
0 Semester Credits
Information about contemporary applications, career opportunities, and other interesting ideas in mathematics. Presented by outside
visitors, faculty members, or students. Carries no course credit.
Core Curriculum Component: None
Prerequisite(s): None
MAT496
Independent Study
1 Semester Credits
Core Curriculum Component: None
135
Prerequisite(s): None
MAT498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public
Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics)
MAT499
Independent Study
4 Semester Credits
Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a
departmental colloquium is required.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public
Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); CONSENT(Consent of Instructor)
MBA – Master of Business Administration
MBA510
Applied Managerial Economics
3 Semester Credits
Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and cost functions,
demand and supply analysis, game theory and the economics of strategy, pricing incentives, evaluation, regulation, incentive conflicts
and contracts, and ethics and the organizational architecture. Students develop critical thinking skills and a framework of analyzing
business decisions. In summary, the objective of the course is to help business students become architects of business strategy rather
than simply middle managers following the path of others.
Core Curriculum Component: None
Prerequisite(s): None
MBA520
Accounting for Business Managers
3 Semester Credits
Concepts of Generally Accepted Accounting Principles (GAAP) for preparing financial statements. Students will learn to analyze income
statements, balance sheets, and annual reports, and to budget using projected sales, fixed and variable expenses, break-even
calculation, and capital budgeting.
Core Curriculum Component: None
Prerequisite(s): None
MBA530
Managerial Finance
3 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
MBA540
Business and Professional Ethics
3 Semester Credits
136
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.
Core Curriculum Component: None
Prerequisite(s): None
MBA545
Organizational Behavior
3 Semester Credits
Theory and application of organizational behavior to human resources within organizations. Topics include strategies and tactics for
developing human resources to support organizational cultural changes (such as total quality management), team building,
collaboration with other teams, training, the impact of diversity, and evaluation of contemporary organizational strategies.
Core Curriculum Component: None
Prerequisite(s): None
MBA550
Marketing Management
3 Semester Credits
Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting, positioning,
distribution of goods and services, the relationship between price and demand, brand management, and marketing plans and strategy.
Students gain hands-on experience with marketing in cross-functional organization strategies.
Core Curriculum Component: None
Prerequisite(s): None
MBA560
Communication Issues in Management
3 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
MBA565
Managing in a Global Environment
3 Semester Credits
Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The foci of the
course will be international trade theory and institutional governance of international trade/monetary policy, and the differences in
political-economic/socio-cultural systems and their implications for international business.
Core Curriculum Component: None
Prerequisite(s): None
MBA570
Quantitative Decision-Making for Managers
3 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
MBA575
137
Strategic Technology
3 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
MBA576
Project Management
3 Semester Credits
The purpose of this course is to introduce students to the world of projects and to projects’ real life struggles and challenges. The
course will focus on the day-to-day, hands-on problems of managing a project, which is defined as a temporary organization within a
permanent organization set up to achieve a specific objective. It will broadly cover the operational and conceptual issues faced by
modern project managers.
Core Curriculum Component: None
Prerequisite(s): None
MBA580
Management Consulting Project
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MBA581
Management Consulting Project I
2 Semester Credits
Working in teams with a local organization, students develop expertise in an area related to their vocation, using communication,
leadership, and collaboration skills, and academic knowledge to research, analyze, and make recommendations. The management
consulting project culminates in a presentation to the client and the faculty adviser. (The Management Consulting Project course is
divided into two required 2 credit courses.)
Core Curriculum Component: None
Prerequisite(s): None
MBA582
Management Consulting Project II
2 Semester Credits
Working in teams with a local organization, students develop expertise in an area related to their vocation, using communication,
leadership, and collaboration skills, and academic knowledge to research, analyze, and make recommendations. The management
consulting project culminates in a presentation to the client and the faculty adviser. (The Management Consulting Project course is
divided into two required 2 credit courses.)
Core Curriculum Component: None
Prerequisite(s): None
MBA583
Social Entrepreneurship I: Execution, Planning & Strategy for Social Innovation-based Ventures
3 Semester Credits
This course is intended to provide prospective social entrepreneurs with information and tools to teach you how to actually start a
business, evaluate opportunities for starting a new business, how to choose markets for entry, when to enter, and what resources and
capabilities it will take to enter and provide a platform for future growth. Although the course will focus especially on entry into social
enterprises, it will provide background essential to entrepreneurial ventures of all types. The course is designed to address the needs of
students who either hope to pursue start-up opportunities upon graduation or in preparation for entrepreneurial activities at later career
stages.
Core Curriculum Component: None
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Prerequisite(s): None
MBA584
Social Entrepreneurship II: Advanced Topics & Practicum in Social Entrepreneurship
3 Semester Credits
Students are assigned to a social enterprise in the local community to work as management consultants on comprehensive projects.
Students perform in-depth business analysis, complete primary and secondary research, develop strategies and tactics and propose
implementation plans to assist the organization realize their goals. Guest lectures and readings/discussions tie managerial theory to
actual practice.
Core Curriculum Component: None
Prerequisite(s): None
MBA585
Student Learning Experience 1: Personal and Professional Development
1.5 Semester Credits
MBA students will be able to understand one's own leadership style and the implications of that style in order to adapt, manage, and
develop one's own leadership behavior, and integrate their purpose and mission into their own role as a leader. The course is taught in
three class sessions during the Personal and Professional development module. The course is intended to have students summarize
and integrate the material that they have learned in Module 1 and create their own personalized leadership portfolio.
Core Curriculum Component: None
Prerequisite(s): None
MBA592
Leadership: Ethics, Vision, and Transformation
3 Semester Credits
Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational effectiveness.
Leadership skills and abilities have long been viewed as important contributors to success in personal and professional spheres. Topics
include leadership strategy, critical and distinctive functions and skills of management and leadership, relationship building, servant
leadership, leadership communication, and self-awareness and discovery of leadership styles, traits, and abilities.
Core Curriculum Component: None
Prerequisite(s): None
MBA593
Health Care Operations Management
3 Semester Credits
This course will provide students with an introduction to Healthcare Operations. Over the past several years, there has been a general
acceptance to apply more sophisticated business optimization techniques to the healthcare industry. Students will gain an
understanding of business management within hospitals, clinics, and multiple hospital systems. The tools covered in the class focus
primarily on those that improve hospital productivity.
Core Curriculum Component: None
Prerequisite(s): None
MBA595
Strategic Management
3 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
MBA596
Managing Innovation
139
3 Semester Credits
Understanding innovation as a process and creating the conditions for this process to occur successfully within an organization are the
main themes of this course. Learning to integrate design thinking into business that will drive continuous development and
improvement, and develop customer/client emotional connections will be the focus of the course. Transforming the business, creating
brand value, exceeding customer’s expectations, and creating sustainable, superior competitive advantage through new ways of
thinking are the purposes of the course.
Core Curriculum Component: None
Prerequisite(s): None
MBA599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MBA699
Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MBC532
Investment Theory and Portfolio Management
3 Semester Credits
This course discusses investment background such as the investment setting, asset allocation decision, selecting investments in a
global market, and security market indicators, followed by efficient capital markets, portfolio management and asset pricing models, and
multi-factor models of risk and return. Security valuation and analysis and management of common stocks and bonds are discussed.
The course ends with a discussion of professional asset management and evaluation of portfolio performance.
Core Curriculum Component: None
Prerequisite(s): None
MBC – Master of Business Administration
MBC535
International Finance
3 Semester Credits
The objective of this course is to acquaint students with macro and micro aspects of international finance. At the macro level, coverage
will include theories of direct investment, the international monetary mechanism, foreign exchange markets, and repercussions from
balance of payments difficulties. Micro level materials include problems of doing business internationally and a survey of public and
private foreign and international financial institutions. Also discussed are the management of risk of multinational operations and their
valuation and structure. The course ends with a discussion of international portfolio investment and asset pricing.
Core Curriculum Component: None
Prerequisite(s): None
MBC537
Health Care Financing
3 Semester Credits
This course focuses on a variety of public and private third party mechanisms for financing health care services. A review shall be made
of the various trends and constraints associated with each mechanism. Particular attention shall be a paid to the role of private health
insurance and government reimbursement mechanisms for health services. Prerequisites: MBA 530-Managerial Finance
Core Curriculum Component: None
Prerequisite(s): None
MBC542
140
Legal and Ethical Considerations in Health Care
3 Semester Credits
This course covers the laws affecting administration of hospitals and other healthcare organizations; administrative law, corporate and
business law, labor law, civil liability and tax-related issues. The course covers the ethical issues underlying financing, organization, and
delivery of healthcare services. Addresses the numerous ethical issues raised by advances in technology, changing societal values,
decreased resources and increasing professional liability.
Core Curriculum Component: None
Prerequisite(s): None
MBC547
Human Resources Issues in Health Care
3 Semester Credits
This course provides complete coverage of relevant human resource issues in health care management, as well as offering a solid
foundation in both HR and health care administrative practices. This course provides 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 service covering important topics such as recruitment, training, termination,
compensation practices, and safety.
Core Curriculum Component: None
Prerequisite(s): None
MBC552
Marketing Communications
3 Semester Credits
The course is meant to provide students with an opportunity to analyze, design, and evaluate a comprehensive and integrated
marketing communications program which includes advertising, sales promotions, publicity, and personal selling decisions. The course
focuses on theories, models, and industry experiences that are relevant to the design and evaluation of a marketing communications
plan. Specific topics covered include the communication process, consumer behavior models and their relevance to marketing
communications decisions, marketing communications research, advertising message and media strategies, the role of the advertising
agency, and the integration of marketing mix decisions.
Core Curriculum Component: None
Prerequisite(s): None
MBC554
Consumer Behavior
3 Semester Credits
The purpose of this course is to provide students having a basic fluency in marketing with a deeper understanding of consumer (buyer)
behavior, with particular emphasis on the purchase decision process. Specific topics will include: the role of problem recognition; how
buyers seek and evaluate information; and factors that influence buyers’ purchase decisions.
Core Curriculum Component: None
Prerequisite(s): None
MBC599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MCN – McNair Program
MCN301
Research in the Disciplines
2 Semester Credits
Scholars in this two-credit course will investigate and analyze the process of research, learning ways to choose and focus a research
topic and question, skills for reading discipline-specific journal articles and conducting literature reviews, and accepted methods of
141
inquiry and information retrieval. Scholars receive guidance from McNair staff and their Research Faculty Mentor. Scholars may choose
to work on their Research Faculty Mentor’s established topic or develop their own question. The semester will culminate in the
development of a research proposal, building the scholar’s specific knowledge of the research topic and confidence as a researcher.
Scholars participating in an off-campus research experience or internship will be enrolled and have individualized activities as
necessary.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MDC – Minnesota Department of Corrections Program
MDC094CE
Everyday Mathematics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC101CE
HLTH1155 Lifetime Fitness (Inver Hills Community College)
2 Semester Credits
IHCC Equivalent: HLTH 1155 Lifetime Fitness 2 cr Studies physical fitness, nutrition and stress as they relate to health. Through testing
and self-assessments, the student's current status is analyzed. After the information on improving skills in each area is presented, the
student will develop a plan for implementation. The course will include information on cardiovascular and cancer risk reduction, aging
and health, sexually transmitted diseases, and substance abuse control.
Core Curriculum Component: None
Prerequisite(s): None
MDC102CE
Mathematical Thinking
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC103CE
World Civilizations Since 1500
4 Semester Credits
IHCC Equivalent: HIST 1107 World Civilizations Since 1500 4 cr Explores world civilizations to the present from the Reformation and
Enlightenment in Europe, to Modern East Asia; the rise of transatlantic and transpacific societies to industrial revolution; and from the
emergence of nationalism, and the age of ideologies, to the global marketplace. (Title changed from World Civilization II and The
Modern World)
Core Curriculum Component: None
Prerequisite(s): None
MDC104CE
College Mathematics
4 Semester Credits
Course Description from Course Syllabus This course covers the basics of college level algebra, emphasizing understanding of the
basic principles through investigation. The topics covered range from a basic algebra review to exploration of linear, quadratic,
exponential, and logarithmic functions, along with a study of rational expressions, inverse relations, function operations, complex
numbers, and systems of equations.
Core Curriculum Component: None
Prerequisite(s): None
MDC105CE
General Psychology
142
4 Semester Credits
IHCC Equivalent: PSYC 1101 General Psychology Presents a survey of psychology including theoretical and experimental findings and
applications. Topics include research methodology, the nervous system, perception, cognition, learning, memory, human development,
emotions, motivation, personality, psychological disorders and their treatment, attitudes, social influence and growth processes.
Core Curriculum Component: None
Prerequisite(s): None
MDC106CE
Introduction to Art
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC107CE
Historical Geology
4 Semester Credits
Equivalent to IHCC Course GEOL 1105 GEOL 1105 Historical Geology 4 cr Examines the Earth's planetary materials and processes as
they have evolved and changed over time. Emphasis is placed on the study of evolution and life as it applies to the succession of plants
and animals evidenced in the fossil record and the processes which have altered the character of the Earth's continents and oceans
through time.
Core Curriculum Component: None
Prerequisite(s): None
MDC110CE
Small Business, Start-Up
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC111CE
Writing and Research Skills
4 Semester Credits
Equivalent to IHCC ENG 1108 Writing and Research Skills Emphasizes critical writing, reading, and thinking with attention to rhetorical
elements such as argumentative structure, audience, and purpose. Students learn types of college writing and research techniques;
report, synthesize, and draw conclusions from their readings; document the use of sources; and practice the writing process.
Core Curriculum Component: None
Prerequisite(s): None
MDC1125CE
Creative Problem Solving
3 Semester Credits
MDC1125CE Creative Problem Solving IHCC Equivalent: INTS 1125 Creative Problem Solving 3.0 cr Provides information and practice
to help students become more effective problem solvers in their academic, career, civic, and personal lives. Students will study findings
of current problem-solving research and apply them to ethical and international problems. The course will emphasize creativity, team
problem solving, and conflict management as well as the technical heuristics of problem-solving, hypothesis testing, and decisionmaking.
Core Curriculum Component: None
Prerequisite(s): None
MDC112CE
Public Speaking
3 Semester Credits
IHCC Equivalent: COMM 1110 Public Speaking 3.0 cr Is the introductory study of the theory and practice of public speaking. Public
presentation skills are required for individuals to be successful in our workplaces, communities and many other contexts in today's
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society. Students will learn about the different types of public speeches commonly encountered and learn how to research, organize
and write their ideas into clear and understandable forms of public communication. Students will also practice the delivery skills needed
to present ideas effectively. Students will be required to speak and participate often and will also be required to present their speeches
in a classroom setting with an audience of their peers and an instructor.
Core Curriculum Component: None
Prerequisite(s): None
MDC1131CE
World Politics
3 Semester Credits
IHCC Equivalent: POLS 1131 World Politics 3 cr Requires students to examine and compare the major issues, conflicts and challenges
facing today’s global political environment. The course will focus on the following main topics: (1) causes and consequences of
globalization; (2) the politics of intervention; (3) cooperation and conflict in global institutions; (4) development, foreign aid and trade; (5)
the politics of human rights and the environment; (6) the politics of arms races; and (7) contemporary case studies of international
conflicts. Students will learn about related institutions and processes, public policies and social scientific theory while examining their
own political values, experiences and behaviors.
Core Curriculum Component: None
Prerequisite(s): None
MDC113CE
Research Writing in the Disciplines
2 Semester Credits
IHCC Equivalent: ENG 1111 Research Writing in the Disciplines 2 cr Emphasizes textual analysis of primary and secondary sources
with focus on writing in students' academic and/or professional disciplines.
Core Curriculum Component: None
Prerequisite(s): None
MDC114CE
The Research Paper
4 Semester Credits
Equivalent to IHCC ENG 1114 The Research Paper - WRIT 3 cr Emphasizes critical analysis of fiction or nonfiction texts, at least one
book-length, resulting in a research paper that reflects analysis and synthesis of multiple sources. Prereq: Grade of C or higher in ENG
1108.
Core Curriculum Component: None
Prerequisite(s): None
MDC1152CE
Leadership Skills Development
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC115CE
Introduction to Philosophy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC121CE
Introduction to Sociology
4 Semester Credits
MDC121CE Introduction to Sociology IHCC Equivalent: SOC 1100 Introduction to Sociology 4.0 sem cr Emphasizes methods, basic
concepts, terminology, and perspectives used by sociologists in analysis of social relationships. Sociological analysis will focus on
American government, family, education, religion, and the economy.
144
Core Curriculum Component: None
Prerequisite(s): None
MDC122CE
20th Century US History
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC123CE
Small Business Management
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC124CE
Urban Politics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC125CE
State and Local Politics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC129CE
Mathematics for the Liberal Arts
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC130CE
Family and Society
4 Semester Credits
IHCC Equivalent: SOC 1130 Family and Society 3 cr Surveys human relationships from both the sociological and practical
perspectives. Areas of study will include: love, dating, sexuality, singleness, marriage, conflict, parenting, relationship violence,
resingling, and other relevant topics.
Core Curriculum Component: None
Prerequisite(s): None
MDC131CE
American Government and Politics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC1400CE
Energy, Environment and Climate
4 Semester Credits
145
IHCC Equivalent: GEOG 1400 Energy, Environment and Climate 4 cr Provides a holistic approach to the workings of the atmosphere
and climatological impacts on global human populations. Topics include weather patterns and long-term trends, including global climate
change. Climatology relative to the United States will be examined in the context of extreme weather and alternative energy source
potential.
Core Curriculum Component: None
Prerequisite(s): None
MDC141CE
Introduction to Cultural Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC158CE
Political Patterns and Processes
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC190CE
Educational Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC200CE
Introduction to Business in Society
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC201CE
Legal Environment of Business
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC204CE
History of Rock and Roll
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC210CE
Educational Psychology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC211CE
Foundations in Women's Studies
4 Semester Credits
146
Core Curriculum Component: None
Prerequisite(s): None
MDC222CE
History of the United States Since 1865
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC225CE
Creative Writing
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC226CE
Human Relations in Business
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC231CE
Language and Power
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC240CE
Introduction to Literary Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC241CE
Introduction to Film
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC242CE
Humanities: Baroque to Modern
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC251CE
Environmental Science (with lab)
3 Semester Credits
IHCC Course Equivalent - BIOL 1117 Environmental Science (with lab) Introduces non-majors or majors to fundamental concepts in
ecology focusing on man's increasing impact and exploitation of the environment stressing the limits of the biosphere with respect to
resources, energy, and pollution. Activities will include discussion, group activities, guest speakers and films. One semester credit of lab
included.
147
Core Curriculum Component: None
Prerequisite(s): None
MDC252CE
Principles of Marketing
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC253CE
Chinese Literature
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC254CE
Interpersonal Communication
3 Semester Credits
IHCC Equivalent: COMM 1100 Interpersonal Communication 3.0 cr Is a course that helps students recognize that we live and work in
relationship with others and must communicate effectively with them to achieve our goals. This class helps students acquire the skills to
effectively communicate with family members, intimate others, co-workers, friends, and acquaintances. After reviewing relevant
interpersonal theory, students will examine and identify their own communication attitudes and behaviors. Students will also learn and
apply techniques for improving communication in their relationships through active practice. Students will participate in multiple
activities, both in and outside the classroom setting, to build their interpersonal communication skills.
Core Curriculum Component: None
Prerequisite(s): None
MDC255CE
Small Group Communication
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC256CE
Religions and Society
4 Semester Credits
This course examines the role and functions of religion in society and religious and philosophical concepts. The class will introduce
selected world religious traditions and cultures through exploring the history and key teachings of the religions, examining ways of being
religious in various traditions, reading various texts and anthropological sources, class presentations, and lecture. Religions studied
include Polytheistic and Monotheistic religions, as well as the major religions of Hinduism, Buddhism, Judaism, Christianity and Islam.
The class will discuss how major world religions respond to contemporary social/global issues. Eqivalent to IHCC Course HIST 2125
History of World Religions: Ancient to Modern Time 4 cr Compares and contrasts the history of the values, beliefs and world views
associated with world religious faiths, practices and institutions from ancient to contemporary times. Topics include: Views of creation,
time and death, good and evil, the relation to art, relation to political power, and role in social and cultural conflict.
Core Curriculum Component: None
Prerequisite(s): None
MDC265CE
Social Inequalities
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
148
MIS – Management Information Systems
MIS260
Problem Solving for Business
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MIS264
Statistical Literacy for Managers
4 Semester Credits
Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial data. Focus
on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews descriptive and inferential
statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes the generation and analysis of survey
data. Uses Monte Carlo simulation in business forecasting. Communicate results in a form that facilitates decisions by non-quantitative
managers. Attention to alternate choices, sub-optimization, and unanticipated onsequences. Optional topics include process control,
six-sigma, data mining, and dashboard metrics. Additional evening sessions are required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); MIS260(Problem Solving for Business)
MIS270
Data Management for Business
4 Semester Credits
Introduces the concepts of data modeling, database structures, and relational databases.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MIS295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area
of management information systems.
Core Curriculum Component: None
Prerequisite(s): None
MIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MIS375
E-Commerce
4 Semester Credits
This course provides broad based and balanced coverage of both the strategic business and technology elements of e-commerce. This
course presents concepts and skills for the strategic use of e-commerce and related information system technologies. Students will
examine current technology solutions to issues surrounding business-to-business, business-to consumers, and intra-organizational
trade. Includes study of network, database and programming concepts and an examination of e-commerce in altering the structure of
entire industries. (Note that this is not a programming or web development course).
Core Curriculum Component: None
149
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles of
Marketing); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective W riting
for Liberating Letters), WPL(Writing Placement Level)
MIS376
Project Management
4 Semester Credits
Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories, techniques, group
activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable
changes.
Core Curriculum Component: None
Prerequisite(s): 1 of MIS175(Principles of Computing for Business), MIS260(Problem Solving for Business)
MIS379
Quantitative Methods for Business and Economics
4 Semester Credits
How to read and interpret data to make better business decisions. Topics include descriptive statistics and statistical inference
(confidence intervals and statistical significance). Software used is either Minitab or Excel.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT171(Discrete Mathematics For Computing), MPL(Math Placement Group);
MIS260(Problem Solving for Business)
MIS475
Systems Analysis and Design
4 Semester Credits
Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools. Techniques
used include data and process modeling, file and database design, and user interface design. A course-long project is used to complete
a rudimentary system design.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce)
MIS476
Information Systems Projects
4 Semester Credits
Skills developed in previous courses are used to complete an actual project of systems analysis and design.
Core Curriculum Component: None
Prerequisite(s): 1 of MIS175(Principles of Computing for Business), MIS260(Problem Solving for Business), MIS360(Problem Solving
for Business); 1 of MIS270(Data Management for Business), MIS370(Advanced Computing For Business); MIS375(E-Commerce),
MIS376(Project Management), MIS475(Systems Analysis and Design)
MIS479
Business Analytics
4 Semester Credits
Multivariate modeling of business-related programs using computer software. Focuses on model assumptions, variability explained,
statistical significance, and confounding. Models studied in depth include: A/B testing, multivariate regression, logistic regression, and
Monte-Carlo simulation using @Risk. Other models include: cluster and correlation analysis; classification and discriminant analysis;
and ANOVA. Students will learn the power and limitations of each model studied.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS264(Statistical Literacy for
Managers), MIS379(Quantitative Methods for Business and Economics)
MIS495
Topics
4 Semester Credits
150
Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems
and policies.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT – Marketing
MKT252
Principles of Marketing
4 Semester Credits
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors
as they affect product, promotion, marketing channel, and pricing decisions.
Core Curriculum Component: None
Prerequisite(s): None
MKT299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT350
Consumer Behavior
4 Semester Credits
Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes, values,
personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and purchase situation
influences. Application to everyday purchasing situations.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT352
Marketing Research and Analysis
4 Semester Credits
Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and collection and
analysis of data.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MIS264(Statistical Literacy for Managers), MIS379(Quantitative Methods for
Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis); MKT252(Principles of
Marketing)
MKT354
Sales Management
4 Semester Credits
Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing objectives. Management
of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas, and compensation.
Core Curriculum Component: None
151
Prerequisite(s): MKT252(Principles of Marketing)
MKT355
Marketing Communications
4 Semester Credits
Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT357
Advertising
4 Semester Credits
Introduction to print, broadcast, and Web-based advertising and promotion as important elements in modern marketing and
communications.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT450
Marketing Management
4 Semester Credits
Application of marketing concepts to day-to-day strategies and long-term planning issues; development and implementation of
marketing plans.
Core Curriculum Component: None
Prerequisite(s): 1 of MKT355(Marketing Communications), MKT357(Advertising); 1 of ENG111(Effective Writing), ENL111(Effective
Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level);
MKT252(Principles of Marketing), MKT352(Marketing Research and Analysis)
MKT466
International Marketing
4 Semester Credits
Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix
according to the international marketing environment.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ML – Master of Arts in Leadership
ML505
Foundations of Leadership
3 Semester Credits
152
This course is designed to provide a common foundation for the Master of Arts in Leadership program; laying the groundwork for both
the study of leadership and enhancing the capacity to lead. As an introduction to selected concepts of leadership, this course provides
a historical and philosophical framework for the program. The student experience in Foundations of Leadership is defined by an
exploration of leadership models and styles as they are exemplified in a variety of well-known texts.
Core Curriculum Component: None
Prerequisite(s): None
ML510
Visions of Leadership: A Historical and Literary Journey
3 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
ML511
Creativity and the Problem-Solving Process
3 Semester Credits
Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses
creativity as a method, and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an
integrative worldview.
Core Curriculum Component: None
Prerequisite(s): None
ML512
Responsible Leadership for the 21st Century
3 Semester Credits
The Augsburg mission statement sets forth the goals of educating students to be responsible leaders. By examining current social
issues and through immersion in Augsburg’s Cedar-Riverside neighborhood, this course will explore qualities of responsible leadership.
The other three pillars of the Augsburg mission will serve as a framework as we explore how critical thinking, informed citizenship and
thoughtful stewardship shape a responsible leader.
Core Curriculum Component: None
Prerequisite(s): None
ML514
Evaluating Empirical Research
3 Semester Credits
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and
quantitative tools will be discussed.
Core Curriculum Component: None
Prerequisite(s): None
ML520
Self-Identity and Values: Keys to Authentic Leadership
3 Semester Credits
Before you can successfully lead others, you need to know yourself and consciously choose how to live fully and authentically.
Discovering who you are – at the core – will guide you in learning to find your way along your personal leadership path. The purpose of
this course is to facilitate reflection that deepens your understanding of your commitments to relationships, work, and self, and how you
can engage in conversations that enable you to lead a full, authentic life. To fulfill that purpose you will explore your own life – the
factors that have influenced it, and what it can teach you about your calling and living an authentic life. You will also explore your vision
for the future and how to make it reality.
Core Curriculum Component: None
Prerequisite(s): None
ML523
153
Leading Authentically
3 Semester Credits
Authentic leaders understand their core values and align this knowledge with the organization in which they lead. In this course,
students will articulate their leadership strengths, examine models of leadership, and explore organizational theories in order to develop
a leadership plan that honors their authentic selves.
Core Curriculum Component: None
Prerequisite(s): None
ML527
Spirituality and Leadership in the Workplace
3 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
ML530
Ethics in Communication
3 Semester Credits
Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human
communication. This course places particular attention on the use and abuse of communication in politics, advertising, and
interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings.
Core Curriculum Component: None
Prerequisite(s): None
ML531
Dynamics of Change
3 Semester Credits
Effective leadership, by definition, involves social and organizational change. Beginning at the macro level of analysis and ultimately
focusing on leading and responding to change in organizational settings, this course examines the paradigms, theories and practices
that support successful leadership for change. Collaborative presentations provide an opportunity to apply course ideas to historical and
contemporary issues.
Core Curriculum Component: None
Prerequisite(s): None
ML535
Organization Theory and Leadership
3 Semester Credits
In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable the student
to acquire knowledge and develop skills in order to function as a responsible, ethical participant within various types of organizational
structures and cultures.
Core Curriculum Component: None
Prerequisite(s): None
ML536
Facilitating Organizational Change
3 Semester Credits
This course will explore the impact of change on organizations, teams, and individuals. This course will prepare current and future
leaders to effectively lead change efforts in their organizations. This leadership development will be accomplished through the study of
several change management theories and frameworks. Moreover, application and evaluation of change management theories will be
emphasized.
Core Curriculum Component: None
Prerequisite(s): None
154
ML538
Communication Skills for Leadership
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ML539
Communicating a Self in the Modern Organization
3 Semester Credits
Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings with particular
emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world.
Supplementary reading packet, open dialogue, and individual projects.
Core Curriculum Component: None
Prerequisite(s): None
ML540
Political Leadershp: Theory and Practice
3 Semester Credits
Analysis of leadership perspectives in selected political systems and other organizations. Special focus on significant leadership
theories and leaders, past and present. Most theories studied are interdisciplinary and relevant to business and nonprofit organizations
as well as to politics.
Core Curriculum Component: None
Prerequisite(s): None
ML545
Decision Making and Leadership
3 Semester Credits
Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership. Analysis of
arguments and explanations; analysis of basic statistical concepts and their relationship to decision making. Assessment of major social
decisions, past and present—their intentions, consequences, arguments, explanations, and justification.
Core Curriculum Component: None
Prerequisite(s): None
ML548
Coaching and Consulting
3 Semester Credits
The purpose of this course is to develop influence skills through the exploration and application of consulting and coaching practices.
To fulfill that purpose participants will read the work of master consultants and coaches, develop a toolkit, practice consulting as both a
consultant and a client, and reflect on these experiences to develop their own purpose, principles, and practices for influencing others.
Core Curriculum Component: None
Prerequisite(s): None
ML550
Communication, Decision Making, and Technology
3 Semester Credits
Analysis of the role various forms of digitally-mediated communication play in our society and how communication, decision making,
and leadership have been altered by these technologies. Students examine how they can engage and manage these processes in their
organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML553
Design and Leadership
155
3 Semester Credits
A study of what leaders can learn from artists and designers. The place of aesthetics (look and feel) in today’s business environment;
feeling and the emotions in leadership (Emotional Intelligence); "design" as a cognitive concept and its place in leadership.
Core Curriculum Component: None
Prerequisite(s): None
ML557
Language of Leadership
3 Semester Credits
Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments about rhetorical
and stylistic strategies. Topics include the use of language as an organizing principle for social interaction; speech act theory; strategies
for giving effective directives; the creation and manipulation of style; the development of persuasive appeals; the protection of “face;”
and strategies for maintaining personal relationships across hierarchical levels in organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML560
Cultural Competence and Effective Leadership
3 Semester Credits
This course focuses on the ability to function and lead in culturally diverse contexts within the US. Goals include improved
communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic groupings, and awareness of
key issues facing those groups.
Core Curriculum Component: None
Prerequisite(s): None
ML563
Leadership in a Global Society
3 Semester Credits
This class focuses on enhancing global leadership competencies, beginning with core concepts and personal assessments and
concluding with a global leadership development project where learners demonstrate their ability to take theory to practice. Course
activities include personal assessments, a critical review paper, a literature review, and a final project proposal paper in which all the
elements come together.
Core Curriculum Component: None
Prerequisite(s): None
ML565
Women and Leadership
3 Semester Credits
A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An interdisciplinary
approach to issues of women and leadership. Topics include analysis of alternative approaches to leadership, women and careers, and
women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants.
Core Curriculum Component: None
Prerequisite(s): None
ML570
Negotiation: Theory and Practice
3 Semester Credits
An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in negotiation as well as
the context in which negotiation occurs. A special emphasis on the collective bargaining model with survey of examples of other types
of negotiation.
Core Curriculum Component: None
Prerequisite(s): None
ML574
156
Strategic Leadership
3 Semester Credits
The course develops students’ ability to think strategically and lead organizations through planning and implementation. Application of
models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings cover practices in for-profit
and nonprofit organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML575
Constructive Conflict Resolution
3 Semester Credits
Course description: This class addresses conflict from the perspective of one’s personal life, the workplaces and the world. The course
teaches how people are affected by different types of conflict and how to assure constructive outcomes. Coursework includes reading
assignments, class discussion and role plays, two papers that analyze and resolve conflict situations, and a final paper incorporating all
elements of constructive conflict resolution.
Core Curriculum Component: None
Prerequisite(s): None
ML576
Leading Innovation
3 Semester Credits
Course description: Innovation is “people creating value through the implementation of new ideas” (Innovation Network). This course
explores what is involved in providing quality leadership that helps create, lead and assess innovations within either corporate or
nonprofit organizations. It provides a brief overview of the history of innovation and then will focus on what is involved in successfully
leading innovation efforts.
Core Curriculum Component: None
Prerequisite(s): None
ML577
Universal Responsibility and Leadership: A Nicaraguan Experience
3 Semester Credits
The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis and one or two
weeks in Nicaragua. The Nicaraguan portion includes meetings with leaders, a homestay in the two-week option, and visits to multiple
sites and organizations. Topics such as Nicaraguan history, politics, indigenous cultures, poverty, health care, literacy, the arts,
business foreign investment, and relations with the US government and nonprofit organizations are explored. Special fees apply.
Core Curriculum Component: None
Prerequisite(s): None
ML580
Colloquium on Contemporary Theories of Leadership
3 Semester Credits
Selected contemporary theories of leadership plus a case study on a prominent leader. Student must earn a grade of 3.5 to have this
course be counted as one of the final projects under Plans B, C, D. The student must attain a 3.5 within three academic terms
(including the term the course is given) or receive a 0.0 for the course. (Prereq: at least one year course work in MAL and ML505)
Core Curriculum Component: None
Prerequisite(s): 1 of ML505(Foundations of Leadership), ML510(Visions of Leadership: A Historical and Literary Journey)
ML585
Integrating the Theory and Practice of Responsible Leadership
3 Semester Credits
This Seminar provides a culminating learning experience for participants in the program who have completed all other degree
requirements. Students will deepen their understanding of the major leadership theories, advance their critical analysis skills, and
synthesize their comprehension of the nature of leadership, how leadership is known, and how leadership manifests itself in practice.
This integration and synthesis of learning will be demonstrated through critical reading, writing, and dialogue.
157
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of MAL Program Director)
ML588
Final Project Seminar: Action Research
3 Semester Credits
In this course students who are pursuing the cohort program will have the opportunity to write their final project doing action research
on their own organization.
Core Curriculum Component: None
Prerequisite(s): None
ML589
Comprehensive Exam Seminar
3 Semester Credits
This course is a completion option for the Master of Arts in leadership. Students prepare for the examination series-oral, written, and
take-home-through discussion, readings, and critical analysis in the seminar. It must be the final course taken in the program; no other
course may be taken at the same time.
Core Curriculum Component: None
Prerequisite(s): None
ML592
Thesis/Leadership Applied Project Consultation I
3 Semester Credits
Independent thesis/leadership applied project research under the guidance of an academic adviser.
Core Curriculum Component: None
Prerequisite(s): None
ML593
Thesis/Leadership Applied Project Consultation II
3 Semester Credits
Completion of the thesis/leadership applied project under the guidance of an academic adviser
Core Curriculum Component: None
Prerequisite(s): None
ML597
Non-Thesis Independent Project
3 Semester Credits
Major written project in consultation an academic adviser. The research is presented in a colloquium.
Core Curriculum Component: None
Prerequisite(s): None
ML598
Independent Study
3 Semester Credits
Provides directed independent study in an area of the student’s choice. Open to students who have completed at least three courses
with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed by the supervising instructor.
Proposals must be approved by the MAL program director prior to registration for the course. Students may not take more than one
independent study course.
Core Curriculum Component: None
Prerequisite(s): None
ML599
158
Topics
3 Semester Credits
Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will be published
prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
ML998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUE – Music
MUE111
Augsburg Choir
1 Semester Credits
Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by well-known Scandinavian
and American composers as well as a wide variety of music from throughout the world. To meet the LAF Fine Arts requirement,
students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used toward graduation. Auditions are
scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE112
Riverside Singers
1 Semester Credits
The Riverside Singers, directed by Nancy Grundahl, carry on the long tradition of treble choirs at Augsburg College. This ensemble
sings a wide range of repertoire, participates in Vespers and Women’s Voice festival and teaches all its members principles of healthy
singing and good choral musicianship. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive
semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall semester or by
contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE113
Vocal Chamber Music
0 Semester Credits
This performance-based course introduces singers to a range of music composed for small groups of singers and/or instrumentalists.
This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE114
Masterworks Chorale
1 Semester Credits
Celebrating its 19th anniversary of performances under founder and director Peter Hendrickson, the Masterworks Chorale of Augsburg,
is a unique mix of auditioned Augsburg College day students, Weekend College students, faculty, staff, alumni and community friends.
This ensemble performs masterpieces for choir and orchestra and continues to establish itself as a dynamic choral ensemble in the
Twin Cities.
Core Curriculum Component: Fine Arts
159
Prerequisite(s): None
MUE115
Cedar Singers
1 Semester Credits
The Cedar Singers, directed by Dale Kruse, embraces a wide variety of music, from sacred chant and masterworks for men’s voices to
spirituals and pop songs. The choir is also focused on celebrating the camaraderie and beauty of male choral singing. To meet the LAF
Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used towards
graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE121
Orchestra
1 Semester Credits
The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has played everything
from settings of traditional Chinese songs and Renaissance masses to jazz standards. Since 2005 conductor Douglas Diamond has
worked to build a collegiate symphonic ensemble and the group’s repertoire has included accessible masterpieces such as symphonies
by Beethoven and Schubert. The students’ study of these styles is enhanced by private lessons with the Augsburg music faculty. To
meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be
used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE122
String Chamber Music
0 Semester Credits
This performance-based course introduces string players to a range of music composed for one string player per part, and may include
duos, trios and string quartets as well as music written for strings in combination with other instrumentalists and/or singers. This course
fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE125
Guitar Chamber Music
0 Semester Credits
This performance-based course introduces guitar students to a range of music composed for one guitar per part and may include duos,
trios and quartets as well as music for guitar combined with other instrumentalists or singers. This course fulfills the small ensemble
requirement for music majors, and is open to non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE131
Woodwind Chamber Music
0 Semester Credits
This performance-based course introduces woodwind players to a range of music composed for one wind player per part and may
include duos, trios or woodwind quintets as well as music for winds in combination with other instrumentalists and/or singers. This
course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE141
Concert Band
1 Semester Credits
160
The Augsburg Concert Band, directed by Dr. Michael Buck, is a 60-member symphonic band, performing wind band music of a high
artistic level. The group has performed and toured extensively throughout the United States and to numerous international destinations.
To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may
be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE142
Brass Chamber Music
0 Semester Credits
This performance-based course introduces brass players to a range of music composed for one brass player per part, and may include
duos or brass quintet music, as well as music for brass in combination with other instrumentalists and/or singers. This course fulfills the
small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE143
Jazz Ensemble
1 Semester Credits
The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed reflects the
cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director. Preference is given to
Concert Band members.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): None
MUE144
Percussion Chamber Music
0 Semester Credits
This performance-based course introduces percussionists to a wide range of music composed for one player per part, and may include
duos, trios or quartets as well as works for percussion ensemble. Led by studio instructor Matt Barber, in recent years the group has
given its own annual concert of diverse repertoire, instrumentation and musical styles. This course fulfills the small ensemble
requirement for music majors, and is open to non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE145
Piano Chamber Music
0 Semester Credits
This performance-based course introduces piano students to a range of music composed for one performer per part, and may include
piano duos, trios or music that combines the piano with other instruments and singers. This course fulfills the small ensemble
requirement for music majors, and is open to non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE294
Opera Workshop
4 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): None
MUE494
Advanced Opera Workshop
1 Semester Credits
161
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): MUE294(Opera Workshop)
MUP – Music
MUP111
Performance Study: Voice
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP114
Performance Studies: Voice
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUP116
Performance Study: Electric Bass
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP121
Performance Study: Violin
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP122
Performance Study: Viola
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP123
Performance Study: Cello
0 Semester Credits
162
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP124
Performance Study: Bass
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP131
Performance Study: Oboe
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP132
Performance Study: Bassoon
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP133
Performance Study: Clarinet
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP134
Performance Study: Saxophone
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP135
Performance Study: Flute
0 Semester Credits
163
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP137
Performance Study: Horn
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP141
Performance Study: Trumpet
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP142
Performance Study: Trombone
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP143
Performance Study: Baritone
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP144
Performance Study: Tuba
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP152
Performance Study: Piano
0 Semester Credits
164
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP159
Piano Accompanying
0 Semester Credits
This offering is an opportunity for music majors to receive individual weekly coaching with one of Augsburg’s piano faculty or staff
accompanists, and is highly recommended for students preparing for recitals, auditions, or special performance projects. Registration
requires pre-notification/approval from the appropriate coach. MUP fee schedule applies (see the Music Department Student
Handbook)
Core Curriculum Component: None
Prerequisite(s): None
MUP161
Performance Study: Guitar
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP171
Performance Study: Percussion
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP181
Performance Study: Organ
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP191
Performance Study: Harp
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP192
Performance Study: Improvisation
165
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP193
Performance Study: Composition
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their
first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (onehour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP311
Performance Study: Voice
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP316
Performance Study: Electric Bass
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP321
Performance Study: Violin
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP322
Performance Study: Viola
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP323
Performance Study: Cello
0 Semester Credits
166
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP324
Performance Study: Bass
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP331
Performance Study: Oboe
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP332
Performance Study: Bassoon
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP333
Performance Study: Clarinet
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP334
Performance Study: Saxophone
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP335
Performance Study: Flute
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
167
MUP337
Performance Study: Horn
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP341
Performance Study: Trumpet
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP342
Performance Study: Trombone
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP343
Performance Study: Baritone
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP344
Performance Study: Tuba
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP352
Performance Study: Piano
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP361
Performance Study: Guitar
0 Semester Credits
168
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP371
Performance Study: Percussion
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP381
Performance Study: Organ
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP391
Performance Study: Harp
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP392
Performance Study: Improvisation
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP393
Performance Study: Composition
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx
or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS – Music
MUS009
CHORALE
4 Semester Credits
Core Curriculum Component: None
169
Prerequisite(s): None
MUS101
Materials of Music I
2 Semester Credits
Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. (Prereq.: Theory Placement Test)
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS102
Materials of Music II
2 Semester Credits
Diatonic harmony, secondary dominants, and simple modulations. (Prereq.: Theory Placement Test)
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I)
MUS111
Aural Skills I
2 Semester Credits
In this course students will strengthen their listening skills by aurally identifying intervals, chords, scales, and pitch relationships.
Core Curriculum Component: Fine Arts
Prerequisite(s): MUS101(Materials of Music I)
MUS112
Aural Skills II
2 Semester Credits
Development of listening and reading skills to parallel progress in MUS 102.
Core Curriculum Component: None
Prerequisite(s): MUS111(Aural Skills I)
MUS130
Introduction to Music in the Fine Arts
4 Semester Credits
E.D. Hirsch describes cultural literacy as “the network of information that all competent readers possess.” This course draws students
into that information web using the history of Western art music as the thread that ties culture together from the Middle Ages to the
present. A “top ten of the last millennium” will provide mileposts for understanding music in social context. Live performance will be a
feature of this course. Evaluation of student work will include short essay papers, several quizzes, and a midterm and final examination.
The ability to read music is not required.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS135
Class Piano 1
1 Semester Credits
This course is designed for beginning pianists with minimal piano training. The course will teach basic piano skills in the areas of
sightreading; scales and chords progressions; improvisation; and repertoire from a variety of styles. The class will use and apply many
of the concepts, terms, and ideas taught in MUS 101/111. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS111(Aural Skills I)
MUS136
Class Piano 2
170
1 Semester Credits
This course is a continuation of MUS 135: Class Piano 1, and will build on the skills introduced in these classes. The course is designed
for students with some prior piano and music theory training and/or students who have completed a class piano course. (Prereq.:
Theory Placement Test)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS155(Class Piano)
MUS152
Class Voice
1 Semester Credits
Fundamentals of tone production and singing.
Core Curriculum Component: None
Prerequisite(s): None
MUS158
Class Guitar
1 Semester Credits
Beginning techniques of classic guitar.
Core Curriculum Component: None
Prerequisite(s): None
MUS160
Fundamentals of Music
4 Semester Credits
Introduction to the basic elements of Western musical notation (pitch, rhythm, meter, intervals, major and minor scales, key signatures,
and chords). Students will develop basic aural and keyboard skills, identify typical compositional forms in popular and classical music.
Students write their own composition for the final project.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS162
Entrepreneurship for Creative Businesses
2 Semester Credits
This course provides students who are interested in careers in the arts, music, or entertainment an opportunity to explore the skills
needed to operate their own creative business, discover alternatives to the standard career paths in the creative arts, and how to turn a
creative passion into a career.
Core Curriculum Component: None
Prerequisite(s): None
MUS201
Materials of Music III
2 Semester Credits
Continuation of MUS 102 with chromatic harmony and modulation.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II)
MUS202
Form and Analysis
2 Semester Credits
Musical structures of common practice period and introduction to 20th-century practice.
Core Curriculum Component: None
171
Prerequisite(s): MUS201(Materials of Music III), MUS211(Aural Skills III)
MUS205
Legal Issues in Music, Entertainment, and the Arts
4 Semester Credits
This course examines the fundamental legal and ethical issues encountered by artists and professionals in the creative industries and
how the law affects consumers, business relationships, and the economy. Topics include copyright, piracy, trademark, liability, 1st
Amendment issues, publicity rights, unions, royalties, Performing Rights Organizations, the Talent Agency Act, and conflicts of interest.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS207
From Boogie Woogie to Rock & Hip Hop: The Culture, Artists, and Sounds of Pop Music
4 Semester Credits
What is the sound of youth and rebellion? Where does it come from? What effect, if any, has it had on society as a whole? This study of
popular music offers a chance to examine a diverse cross section of history through the lens of easily palatable and familiar sounds.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS211
Aural Skills III
2 Semester Credits
Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201.
Core Curriculum Component: None
Prerequisite(s): MUS112(Aural Skills II)
MUS220
Worlds of Music
4 Semester Credits
A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS221
Introduction to Music Technology
2 Semester Credits
Explore aspects of integrating (electronic and information) technology into music performance and music education activities. Topics
include selecting, preparing, utilizing and evaluating technology tools such as software, hardware, and related products. Emphasis on
combining engaging and effective instructional pedagogy practices with music content knowledge. Technologies include tools for
general productivity, music notation, music performance, music assessment, music production and emerging digital teaching and
learning.
Core Curriculum Component: None
Prerequisite(s): 1 of MUE111(Augsburg Choir), MUE112(Riverside Singers), MUE114(Masterworks Chorale), MUE115(Cedar
Singers), MUE121(Orchestra), MUE141(Concert Band), MUS101(Materials of Music I)
MUS231
History and Literature of Music, Antiquity to 1750
4 Semester Credits
An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts as well as
basic knowledge of repertory.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II)
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MUS232
History and Literature of Music, 1750 to Present
4 Semester Credits
Continuation of MUS 231 from 1750 to the present.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II)
MUS234
Church Music and Worship
4 Semester Credits
This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries. Students will
be grounded in the biblical, theological, and liturgical traditions of the church while examining current practices emerging in the digital
age. Experiential components to the course will allow students the opportunity to critically assess and plan worship services.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for
Meaning I+II)
MUS235
Skills of Music Theater
4 Semester Credits
This course provides an interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills
of music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class discussion,
exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS237
Class Piano 3
1 Semester Credits
This course is a continuation of Class Piano 1 and 2 and is designed for students with solid piano training (prior to Augsburg) and/or
students who have completed MUS 135 and MUS 136. (Prereq.: Placement Test and/or permission of instructor)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS155(Class Piano)
MUS238
Class Piano 4
1 Semester Credits
This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this course students should have a command of the skills
required for the piano proficiency exam. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS155(Class Piano), MUS237(Class Piano 3)
MUS241
History of Jazz
4 Semester Credits
This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are
examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS251
English Diction
173
1 Semester Credits
Intensive course covering basic singing pronunciation of English through the study of the art song repertoire. Includes regular class
performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music
education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS252
Italian Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of Italian through the study of the art song repertoire. Includes regular class
performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music
education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS253
German Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of German through the study of the art song repertoire. Includes regular class
performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music
education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS254
French Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of French through the study of the art song repertoire. Includes regular class
performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music
education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS271
Introduction to Music Therapy
2 Semester Credits
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of
skills in improvisation. Includes on-campus practicum with children.
Core Curriculum Component: None
Prerequisite(s): None
MUS272
Human Identity through the Creative Arts
4 Semester Credits
A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural, and
biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and
movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS290
History of Caribbean Music
174
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS295
Topics
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS311
Composition I
2 Semester Credits
This course teaches the ranges and characteristics of voices and orchestral instruments, standard notation and score layout. Student
will also study related 20th-century literature.
Core Curriculum Component: None
Prerequisite(s): MUS202(Form and Analysis), MUS212(Aural Skills IV)
MUS312
Composition II
2 Semester Credits
This course introduces contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism, indeterminacy,
electronic music, minimalism, decategorization and related literature are also explored.
Core Curriculum Component: None
Prerequisite(s): MUS311(Composition I)
MUS331
Music of the Baroque Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Baroque Era. Representative repertoire is studied
in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their
liberal arts education, knowledge of music theory and history, and writing skills through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS332
Music of the Classical Era
2 Semester Credits
175
This course explores the music, cultural trends, and composers associated with the Classical Era. Representative repertoire is studied
in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their
liberal arts education, knowledge of music theory and history, and writing skills through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS333
Music of the Romantic Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Romantic Era. Representative repertoire is studied
in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their
liberal arts education, knowledge of music theory and history, and writing skills through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS334
Music of the 20th Century
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the 20th Century. Representative repertoire is studied
in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their
liberal arts education, knowledge of music theory and history, and writing skills through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS335
Music Business
4 Semester Credits
This course focuses on the recording industry. Topics include publishing, licensing, record label operations, music industry contracts,
DIY record releases, performing rights organizations, distribution, and social media. Musical genres and historical periods are
compared and analyzed.
Core Curriculum Component: None
Prerequisite(s): MUS205(Legal Issues in Music, Entertainment, and the Arts)
MUS336
Arts Management and Concert Promotion
4 Semester Credits
A study of the role of the artist manager in career development and the role of the arts administrator in the management of performing
arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the
for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in
benefiting from practical field experience.
Core Curriculum Component: None
Prerequisite(s): MUS205(Legal Issues in Music, Entertainment, and the Arts)
MUS340
Music Therapy Techniques and Materials I
2 Semester Credits
This course will introduce students to primary instruments used in music therapy sessions. Classes will focus on skill development in
accordance with AMTA standards. The course will emphasize functional playing skills as well as song composition and group leading.
Core Curriculum Component: None
176
Prerequisite(s): None
MUS341
Basic Conducting
2 Semester Credits
Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic
nomenclature.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS111(Aural Skills I)
MUS342
Choral Conducting
2 Semester Credits
Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
MUS344
Instrumental Conducting
2 Semester Credits
Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
MUS345
Music Therapy Techniques and Materials II
2 Semester Credits
This experiential course introduces improvisation and uses the skills acquired inMusic Therapy Techniques and Materials I.
Core Curriculum Component: None
Prerequisite(s): None
MUS355
Music Methods: Strings
2 Semester Credits
This methods course introduces string instrument performance techniques and problems. Students will perform on violin/viola, cello,
and double bass. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble
repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS356
Music Methods: Brass and Percussion
2 Semester Credits
This methods course introduces brass/percussion performance techniques and problems. Students will perform on at least one brass
instrument and snare drum. Other topics include performance practice, instructional pedagogy, instructional materials, solo and
ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS357
Music Methods: Woodwinds
2 Semester Credits
177
This methods course introduces woodwind performance techniques and problems. Students will perform on flute, one single reed
instrument, and one double reed instrument. Other topics include performance practice, instructional pedagogy, instructional materials,
solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS358
Junior Recital
0 Semester Credits
One-half hour recital at repertoire level III for music education majors; one hour recital at level IV for music performance majors. Studio
instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS359
Music Methods: Vocal
2 Semester Credits
This methods course introduces choral/vocal performance techniques and problems. Students will perform vocal solo and ensemble
repertoire. Other topics include performance practice, instructional pedagogy, physiological mechanics of singing, and instructional
materials.
Core Curriculum Component: None
Prerequisite(s): None
MUS363
Expressive and Creative Arts in Healing
4 Semester Credits
An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and demonstrate
specific specialties in expressive and creative arts, as used in therapy.
Core Curriculum Component: None
Prerequisite(s): None
MUS372
Psychological Foundations of Music I
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): 1 of PSY215(Research Methods and Statistics I) *concurrent registration is acceptable*, SOC362(Statistical Analysis)
*concurrent registration is acceptable*; 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MUS373
Psychological Foundations of Music II
4 Semester Credits
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of
learning music, musical talent, and performance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
MUS374
Music Therapy Practicum
0 Semester Credits
178
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation.
Two hours per week.
Core Curriculum Component: None
Prerequisite(s): None
MUS375
Music Therapy Practicum
0 Semester Credits
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation.
Two hours per week.
Core Curriculum Component: None
Prerequisite(s): None
MUS392
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS393
Advanced Analysis
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II), MUS111(Aural Skills I), MUS112(Aural Skills II),
MUS201(Materials of Music III), MUS202(Form and Analysis), MUS211(Aural Skills III)
MUS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS408
Current and Future Issues in the Music Industry
2 Semester Credits
A look at current and emerging trends in the music industry. Students will analyze case studies, the latest music industry research, and
readings that examine different stake holders' perspectives of the current state of the industry.
Core Curriculum Component: None
Prerequisite(s): MUS162(Entrepreneurship for Creative Businesses), MUS205(Legal Issues in Music, Entertainment, and the Arts),
MUS335(Music Business), MUS336(Arts Management and Concert Promotion)
179
MUS435
Voice Repertoire
2 Semester Credits
A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening,
writing, and performance. Required for vocal performance majors.
Core Curriculum Component: None
Prerequisite(s): MUS251(English Diction), MUS252(Italian Diction), MUS253(German Diction), MUS254(French Diction)
MUS436
Piano Repertoire
2 Semester Credits
This course introduces students to a wide variety of music written for keyboard instruments from the 17th century to the present.
Core Curriculum Component: None
Prerequisite(s): None
MUS456
Piano Pedagogy
2 Semester Credits
This course introduces students to various ideas, tools, methodologies, and resources associated with piano teaching. Students will
apply what they learn in class to actual teaching experiences through a community service-learning requirement. This course fulfills the
Augsburg Experience requirement.
Core Curriculum Component: None
Prerequisite(s): None
MUS458
Senior Recital
0 Semester Credits
One-half hour recital for B.A. Music and B.S. Music Therapy majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS459
Senior Recital
0 Semester Credits
One hour recital for B.M. Music Education and B.M. Music Performance majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS474
Music Therapy Practicum
1 Semester Credits
Volunteer work under the supervision of a Board Certified Music Therapist. Two hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 3 of MUS274(Music Therapy Practicum), MUS275(Music Therapy Practicum), MUS374(Music Therapy Practicum),
MUS375(Music Therapy Practicum); MUSICADMIT(Music Department Admission)
MUS475
Music Therapy Practicum
1 Semester Credits
Volunteer work under the supervision of a Board Certified Music Therapist. Two hours per week.
Core Curriculum Component: Augsburg Experience
180
Prerequisite(s): 3 of MUS274(Music Therapy Practicum), MUS275(Music Therapy Practicum), MUS374(Music Therapy Practicum),
MUS375(Music Therapy Practicum); MUSICADMIT(Music Department Admission)
MUS480
Music Therapy Senior Seminar
4 Semester Credits
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.
Core Curriculum Component: Keystone
Prerequisite(s): None
MUS481
Music Therapy Clinical Internship
0 Semester Credits
Full-time placement in an AMTA-approved internship site for six months (minimum 1,020 hours toward the AMTA required total of 1,200
hours). Application for internship must be made nine months in advance. (Prereq.: Completion of all graduation requirements)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS496
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS498
Independent Study
2 Semester Credits
Advanced research and projects not otherwise provided in the department curriculum.
Core Curriculum Component: None
Prerequisite(s): None
MUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS510
Advanced Music Therapy Theory
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of music therapy theories and approaches. Application of
current music therapy theories and approaches in a variety of client-based settings will further foster acquisition of advanced practice
skills. Practice synthesizing and translating research surrounding various music therapy approaches into evidence based clinical
practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS511
Advanced Music Therapy Clinical Practicum
0 Semester Credits
In this course, students will be advancing their clinical practice skills by gaining experience in community practice and practicum
settings. The course will incorporate completing a thorough assessment, developing treatment plan and document therapeutic
181
progress. Students will complete self-evaluations, reflect on clinical experiences, utilize evidence-based practice and complete a case
study. Students will also engage in weekly group supervision and individual supervision through the practicum experience.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS515(Advanced Music Therapy Clinical Practice I) *concurrent registration is required*, MUS520(Advanced
Music Therapy Clinical Practice II) *concurrent registration is required*, MUS550(Music Psychotherapy) *concurrent registration is
required*, MUS560(Music and Imagery) *concurrent registration is required*, MUS570(Music, Neurology, and Physiology) *concurrent
registration is required*
MUS515
Advanced Music Therapy Clinical Practice I
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of receptive and re-creative music therapy methods.
Application of receptive and re-creative methods will be explored through review of research literature, readings, discussions, and
experiential exercises. These methods will be explored for use in a variety of client-based settings and through experiential learning
exercises, to further foster acquisition of advanced practice skills.
Core Curriculum Component: None
Prerequisite(s): None
MUS520
Advanced Music Therapy Clinical Practice II
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of creative and improvisational music therapy methods for
use in a variety of clinical settings. These methods will be explored through review of research literature, readings, discussions, and
experiential exercises. Students will practice synthesizing and translating research surrounding various music therapy approaches into
their own evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS525
Cross-Cultural Awareness in Music Therapy
3 Semester Credits
This course provides an in-depth exploration of specific needs of clients from various and diverse cultures and training in specialized
music therapy approaches and methods. This course emphasizes developing the clinical understanding, acquisition and application of
skills in various ethnic musical forms.
Core Curriculum Component: None
Prerequisite(s): None
MUS530
Music Therapy Ethics
2 Semester Credits
This course explores core concepts of the ethical decision-making process as it applies to music therapy practice, supervision and
research. Course content includes a focus on self-awareness, values, professional competencies and self-care, client rights,
relationships and boundaries, confidentiality and privacy, multicultural perspective and diversity issues, business conduct and digital
and social media use.
Core Curriculum Component: None
Prerequisite(s): None
MUS535
Music Therapy Supervision and Professional Development
2 Semester Credits
This course provides an in-depth exploration of music therapy supervision, consultation and professional development. The course
includes an overview of various theories and models of music therapy supervision, with a focus on maintaining effective supervisory
relationships and evaluating supervisees. The course will also explore practices that foster self-care and professional development.
Core Curriculum Component: None
182
Prerequisite(s): None
MUS540
Music Therapy Research I
3 Semester Credits
This course will provide an overview of research in music therapy in medicine and healthcare. This will include opportunities for
exploring music therapy theories, practice, and models for conducting research. Students will identify their own research interests and
biases, as well as formulating research questions based on a review of the literature, their clinical practice, and experience. Models of
quantitative research are examined, as well as identifying and developing and applying the skills necessary for conducting research.
Core Curriculum Component: None
Prerequisite(s): None
MUS545
Music Therapy Research II
3 Semester Credits
This course will provide an overview of qualitative and mixed methods research in music therapy in medicine and healthcare. This will
include exploring the five approaches in qualitative research as well as models of mixed methods research. Current developments and
issues in music therapy qualitative and mixed methods research will be reviewed and explored.
Core Curriculum Component: None
Prerequisite(s): None
MUS546
Clinical Music Therapy Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS550
Music Psychotherapy
2 Semester Credits
Family psychotherapy sessions in a variety of clinical settings. Throughout the course, emphasis is on to the integration of receptive, recreative, creative and improvisational methods as well as verbal processing techniques. Additionally, the course will focus on how
songs and music are utilized as a means of assessment, treatment and evaluation in music psychotherapy practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS555
Music Therapy, Spirituality, and Well-being
2 Semester Credits
This course offers an in-depth exploration of music therapy in addressing spirituality, spiritual needs and well-being in the therapeutic
context. This course also explores cultural and ethical issues, boundaries and contraindications surrounding this work.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II)
MUS560
Music and Imagery
2 Semester Credits
This course focuses on exploring the historical development of music and imagery, various theories, philosophies, and types of
imagery, the relationship between music and imagery, and applying imagery techniques in a wide array of health care settings.
Core Curriculum Component: None
Prerequisite(s): None
MUS565
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Advanced Music Therapy with Infants, Children and Family Centered Care
2 Semester Credits
This course provides an in-depth exploration of music therapy methods with infants, children and family centered care with a focus on
addressing the impact of hospitalization and meeting the changing needs of children and families. Emphasis for the course will be on
critical and chronic illness, palliative and hospice care, and working as part of an integrative treatment team.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II)
MUS570
Music, Neurology, and Physiology
2 Semester Credits
This course will provide an overview of the theoretical foundations and latest research in music as it is related to neurology,
neuropathology, and physiology. Explore the impact music has on the developing brain and throughout the lifespan. Principles of
Neurological Music Therapy (NMT) will be reviewed for patients with neurological impairment and utilized in cognitive and physical
rehabilitation. The course will include an overview of NMT and various NMT techniques. This course builds on advanced clinical
practice skills in music therapy.
Core Curriculum Component: None
Prerequisite(s): None
MUS575
Music Therapy in Palliative Care
2 Semester Credits
This course provides a comprehensive overview and in-depth exploration of music therapy approaches and methods in palliative and
end of life care. This course focuses on music therapy practices in medical and hospice settings, for patients living with pain, chronic
illness, facing a terminal diagnosis and end of life. The course explores clinical practice, ethical, and cultural issues as they relate to
palliative and end of life care. This course includes the exploration and synthesis of clinical research surrounding palliative and end of
life care.
Core Curriculum Component: None
Prerequisite(s): None
MUS576
Music Therapy in Trauma Informed Care
2 Semester Credits
This course provides an in-depth exploration of trauma, trauma informed care and the role of music therapy in trauma informed care. In
this course you will explore how trauma impacts one's physical, emotional, and spiritual well-being, relationships with self, others,
communities and environment, often resulting in recurring feelings of shame, guilt, rage, isolation, and disconnection. Music therapy
approaches and methods appropriate for use in trauma informed care will be explored; contraindications and issues surrounding safety
will be reviewed. Topics and issues of competence, supervision, consultation, and self-care will also be addressed.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*, MUS515(Advanced Music
Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II), MUS530(Music Therapy Ethics)
MUS580
Transcultural Music Therapy I
4 Semester Credits
This course explores meanings and expressions of music, health, illness, and healing transculturally. Focus is on developing an
understanding of individuals, families, groups and communities with diverse cultural backgrounds and the use of music in community
and for healing within their culture. Music is explored as a means of understanding a culture, human interaction, communication,
manner of fostering health and quality of life.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*
MUS582
Transcultural Music Therapy II
4 Semester Credits
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This course explores role and meaning of music, health, illness, and healing transculturally with a focus on communities with diverse
cultural backgrounds and how music is a means of understanding a culture, human interaction, communication, and utilized to foster
health, healing and quality of life.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*, MUS525(Cross-Cultural
Awareness in Music Therapy)
MUS585
Advanced Music Therapy Group Work
3 Semester Credits
This course provides an in-depth exploration and comprehensive study of group music therapy work in a variety of clinical settings. This
course emphasizes the dynamics of group process including the types, stages, and formation of groups. Music therapy approaches,
methods, techniques, and interventions will be reviewed and applied for group practice. This course will also explore the use of musical
and non-musical means of processing and deepening in the group process or experience.
Core Curriculum Component: None
Prerequisite(s): MUS510(Advanced Music Therapy Theory)
MUS590
Interdisciplinary Practice & Research Methods in Music Therapy
3 Semester Credits
This course provides an in-depth exploration of the emerging field of interdisciplinary practice and research and its relevance to music
therapy. The course will explore what is driving interdisciplinary practice and research, as well as the values, traits, and skills that this
method of clinical practice and research requires and fosters. The benefits and challenges, indications and contraindications for this
work will be discussed.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I)
MUS595
Thesis or Final Project
2 Semester Credits
This course provides faculty guidance in preparation and completion of material to satisfy the final project or Master's thesis
requirement in an independent study format. This includes clarification of program expectations, review of literature, project and
research development, academic and report writing, and advisory support and feedback.
Core Curriculum Component: None
Prerequisite(s): MUS540(Music Therapy Research I), MUS545(Music Therapy Research II)
NMS – Communication/New Media
NMS220
Foundations of New Media
4 Semester Credits
Communication, technology, art, and culture will set the context for exploring emergent media. Theory, practice, and historical
developments of new media will be examined. Assignments will take the form of case studies, projects, and critical yet hands-on
analysis and are designed to develop critical skills in thinking and adapting to future media.
Core Curriculum Component: None
Prerequisite(s): None
NMS230
Social Media
4 Semester Credits
Explore the form, function, and context of social media, social media theory, and effective strategies for using social media. Privacy,
media literacy, and ethics will also be examined. Understand how social media functions as a communication vehicle in society through
case studies, a survey of effective campaigns, and live interactions with the new medium. Includes practical hands-on experience
creating and engaging with social media.
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Core Curriculum Component: None
Prerequisite(s): None
NMS242
Electronic Literature
4 Semester Credits
Students will discover and apply essential aesthetic practices that lie at the heart of both digital and traditional literature, focusing on the
artist’s commitment to both language and the visual. They will examine multiple genres – among them hypertext and micro fiction,
digital and cinematic poetry, and game narratives – considering interactive, simultaneous, and non-linear practices of writing emerging
in digital culture. It is a course is designed to contextualize the digital on the literary page, stage, and screen.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
NMS260
New Media Production
4 Semester Credits
Consider new media technologies and their uses in this introductory course in new media production. Work collaboratively and
independently to produce new media works ranging from Internet memes to interactive videos. Through hands-on exercises and
experiments with images, sounds, text, and motion you will apply new media principles, understand the importance of user, and learn to
communicate ideas effectively.
Core Curriculum Component: None
Prerequisite(s): None
NMS320
Contemporary New Media Practices
4 Semester Credits
Explore global contemporary practices of new media with a focus on technological process, innovation, critique, and influence. Learn
how the interplay between art, science, and technology changes the way we communicate, interact, and perceive the world. Topics
may include privacy, identity, relationships, the virtual, social change, faith, politics, technoculture, genre revisionism, and mechanical
reproduction.
Core Curriculum Component: None
Prerequisite(s): NMS220(Foundations of New Media)
NMS490
Vocation and New Media
4 Semester Credits
A synthesis of new media theories and application of those theories to each student’s sense of vocation. This course satisfies the
Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL242(Electronic Literature), NMS242(Electronic Literature); NMS220(Foundations of New Media),
POL371(Topics)
NOR – Norwegian
NOR111
Beginning Norwegian I
4 Semester Credits
Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural
context.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
NOR112
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Beginning Norwegian II
4 Semester Credits
Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural
context.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of LANGPLCMNT(Language Placement), NOR111(Beginning Norwegian I)
NUR – Nursing
NUR300
Trends and Issues in Nursing
4 Semester Credits
A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and
professional trends and issues are explored in relation to their implications for a changing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR305
Communication
4 Semester Credits
Explores the components of the professional role and continues the professional socialization process. Theories about how individuals
and groups communicate are applied to changing professional roles. With consent of instructor students may take this course
concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*; 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
NUR306
Paradigms in Nursing
4 Semester Credits
An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing practice are studied
and applied to practice and research. With consent of instructor students may take this course concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*
NUR314
Self-Care I: Health of the Nurse
2 Semester Credits
In this course, you will explore the meaning of self-care, and its application to professional nursing. Multiple modalities will be
introduced to expand the knowledge, understanding, and need for self-care in the nursing profession. A personal self-care plan will be
developed and implemented into your personal life throughout this course. The plan will also be evaluated, with in-depth reflection on
the process.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing)
NUR315
Self-Care II: Health of the Nurse
2 Semester Credits
In this course, modalities will be introduced, beyond what you learned in NUR 314. Your personal self-care plan will be expanded to
include self-care at work. This revised plan will be implemented throughout this course, and evaluated, with in-depth reflection on the
process. This process will allow the student to make life-long use of the experiential opportunities gained regarding their self-care.
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Core Curriculum Component: None
Prerequisite(s): NUR314(Self-Care I: Health of the Nurse)
NUR403
Families and the Life Cycle
4 Semester Credits
Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family structure and function
throughout the life span.
Core Curriculum Component: None
Prerequisite(s): NUR305(Communication), NUR306(Paradigms in Nursing)
NUR410
Community Health Nursing I
4 Semester Credits
Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, groups,
and communities.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of NUR300(Trends and Issues in Nursing),
NUR330(Trends and Issues in Nursing); NUR305(Communication), NUR306(Paradigms in Nursing)
NUR411
Practicum: Community Health Nursing II
4 Semester Credits
Provides clinical experience in community-based health care delivery systems. Students will apply nursing process, teaching/learning
theory, and public health principles with culturally diverse clients.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): NUR410(Community Health Nursing I) *concurrent registration is acceptable*
NUR432
Transcultural Healing Practices
4 Semester Credits
This course will introduce students to complementary healing practices including the historical and cultural contexts in which they
developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of healing in selected
complementary therapies: music therapy, energy healing practices, movement therapies, homeopathy, manual therapies, nutrition, and
nutritional supplements. Students will apply these understandings to self-care of the nurse as well as patient populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR490
Leadership/Management
4 Semester Credits
The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the professional nurse roles
of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics, accountability, and advocacy in the
leader-manager role are studied. Application of theory occurs in selected practice settings with a professional nurse preceptor. This
course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing)
NUR495
Topics
4 Semester Credits
Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests
of the faculty and students.
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Core Curriculum Component: None
Prerequisite(s): None
NUR496
Independent Study/Research
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR500
Transcultural Health Care
3 Semester Credits
This course explores meanings and expressions of health, illness, caring, and healing transculturally. Culture is examined as a
pervasive, determining "blue print" for thought and action throughout the human health experience. Patterns of human interaction that
foster health and quality of life are analyzed and health destroying patterns of interaction, i.e., stereotyping, discrimination, and
marginalization, are submitted to moral and ethical reflection. Likewise, power structures within dominant social systems (including the
Western bio-medical care system) are discussed to identify dilemmas of justice related to resource allocation.
Core Curriculum Component: None
Prerequisite(s): None
NUR500P
Practicum: Transcultural Health Care
1 Semester Credits
This practicum explores meanings and expressions of health, illness, caring and healing transculturally. Students are introduced to
fundamental skills of transcultural nursing practice in a variety of settings and guided to recognize cultural dynamics that shape the
underlying relationships of health and healing.
Core Curriculum Component: None
Prerequisite(s): None
NUR501
Nursing Leadership in Complex Adaptive Systems
3 Semester Credits
This course examines transcultural care systems through a complex science lens and a nursing leadership perspective. Organizations
and care systems are viewed as complex adaptive systems where continuous change and unpredictability rule development and
system-wide evolution. The importance of relationships, the role of self-organization (autopoeisis), and the processes of emergence
and co-evolution are explored via readings and class discussion.
Core Curriculum Component: None
Prerequisite(s): None
NUR501P
Practicum: Nursing Leadership in Complex Adaptive Systems
1 Semester Credits
This practicum focuses on leadership skills necessary to lead change in open dynamic networks of care and healing. Reflective practice
opportunities are created in emerging care settings.
Core Curriculum Component: None
Prerequisite(s): None
NUR505
189
Theoretical Foundations for Advanced Nursing Practice
3 Semester Credits
This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice. Philosophical
underpinnings of different theoretical and research traditions in nursing are compared and related to the provision of culturally
competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating
body of nursing knowledge.
Core Curriculum Component: None
Prerequisite(s): None
NUR505P
Practicum: Theoretical Foundations for Advanced Nursing Practice
1 Semester Credits
This practicum is designed to expand horizons of meaning and action in the world. Focus is on nursing science and nursing theory as
foundational to advanced nursing practice. Embodied ways of knowing, health and healing practices, self-care modalities, and
expanding conscious awareness are explored and experienced for practical application in local contexts.
Core Curriculum Component: None
Prerequisite(s): None
NUR520
Research Methods in Nursing
3 Semester Credits
Through a combination of literature review, field experience, and class discussion, research methods relevant to the exploration of
culture and health will be examined. Class topics will include formulating study questions to explore collective foundations of meaning
and explanation in health and illness, practice in data collection procedures of field research, and issues of interpretation and analysis
in qualitative research. (Prereq.: college-level statistics course)
Core Curriculum Component: None
Prerequisite(s): None
NUR520P
Practicum: Research Methods in Nursing
1 Semester Credits
This practicum is associated with NUR 520 and focuses on the research process to benefit the profession of nursing and contribute to
the knowledge base for practice. during the NUR 520 course students explore quantitative and qualitative methodologies with an
emphasis on utilizing a methodology appropriate to questions of transcultural and transformational practice. In this practicum, students
will design a research study proposal based on their nursing practice focus.
Core Curriculum Component: None
Prerequisite(s): None
NUR521
Transformational Nursing Leadership
3 Semester Credits
This course emphasizes transformational nursing leadership and management in partnership with diverse groups. Transcultural
competence is lifted up as significant to the evolving leadership and planning skills needed in emerging care systems. Opportunities for
students to engage in designing relevant models of care delivery are woven into clinical practica.
Core Curriculum Component: None
Prerequisite(s): None
NUR521P
Practicum: Transformational Nursing Leadership
1 Semester Credits
This practicum provides opportunities for students to explore nursing leadership styles in collaboration with individuals and teams of
health care professionals in a variety of care settings. Participant-observation encourages identification of dominant values and beliefs
within care systems and organizations. How values and beliefs influence leadership styles, health outcomes among diverse
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populations, and work environments are also examined. Leadership styles that foster positive health outcomes and healthy work
environments are uplifted.
Core Curriculum Component: None
Prerequisite(s): None
NUR523
Theory, Research, and Practice Seminar
3 Semester Credits
The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its contribution to
developing practice in transcultural community health care. Through reflection and dialogue, which includes professional experience of
practice contexts, as well as theoretical and research literature, students will formulate a transcultural nursing model of care. (Prereq.:
consent of instructor)
Core Curriculum Component: None
Prerequisite(s): NUR505(Theoretical Foundations for Advanced Nursing Practice), NUR520(Research Methods in Nursing)
NUR523P
Practicum: Theory, Practice, Research Seminar
2 Semester Credits
This practicum focuses on the practical application of nursing theory and research to nursing practice. While working with nursing
faculty, students begin to fashion their final graduate field project, describing a theory-based care initiative that advances nursing
practice in transcultural holistic nursing or transformational nursing leadership.
Core Curriculum Component: None
Prerequisite(s): None
NUR525
Graduate Field Project
3 Semester Credits
This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern relevant to
transcultural nursing, community health nursing, and/or transformational nursing leadership. This course focuses on a written report of
the student’s project that has been developed in the nursing core. Relevant coursework is integrated into the project and the final
written report. Plans for disseminating the report for public and professional use are encouraged. Students will defend the project to
their graduate committee (major faculty adviser and two readers) and invited guests at the time of completion. (Prereq.: consent of
instructor)
Core Curriculum Component: None
Prerequisite(s): None
NUR525P
Practicum: Graduate Field Project
2 Semester Credits
This practicum focuses on the completion of the graduate field project related to a selected practice issue relevant to transcultural
holistic nursing practice or transformational nursing leadership. Working with nursing faculty, students complete their final written report
of a theorybased care initiative that advances nursing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR530
The Power of Ritual and Ceremony for Transformation
3 Semester Credits
In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused on rituals and
ceremonies in specific cultures and religions, and in the modern American medical system that sustains its own rituals. In some
cultures, formal or informal religious practices may be integral to the ritual of ceremony and healing. In modern American culture, the
perceived division between the mind, body, and spirit has led to ritual and ceremony being considered adjunctive to the scientific
approach ritual and ceremony into their lives and health care practices. Students will also discuss the meaning of ritual and ceremony
to their own lives and professional practice.
Core Curriculum Component: None
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Prerequisite(s): None
NUR530P
Practicum: The Power of Ritual and Ceremony for Healing and Transformation
1 Semester Credits
This practicum focuses on integrating ritual and ceremony into health seeking and caring practices. Opportunities are provided to
interact with persons who integrate ritual and ceremony into their lives and healthcare practices, to visit sacred sites, to participate in
rituals and ceremonies within selected cultural traditions, and to reflect on the meaning and expression of rituals and ceremonies in
one’s own personal and professional life.
Core Curriculum Component: None
Prerequisite(s): None
NUR532
Transcultural Healing and Self Care
3 Semester Credits
This course introduces students to integral healing practices including their historical and cultural contexts. Reflection and dialogue on
the philosophical underpinnings of therapeutic systems and paradigms of healing are explored. Potential modalities include: music and
art therapy, traditional Chinese medicine, mind-body healing, spiritual practices, energy healing, movement therapies, homeopathy, or
massage. Students learn self-care and applications to patient populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR532P
Practicum: Transcultural Healing Practices
1 Semester Credits
Students are guided in experiencing and applying selected transcultural healing practices in local contexts of care to benefit others as
well as oneself. Transcultural healing practices include, but are not limited to, music therapy, traditional Chinese medicine, mind-body
healing, spiritual and faith healing, energy healing, movement therapies, and homeopathy.
Core Curriculum Component: None
Prerequisite(s): None
NUR541
The Politics of Health Care
3 Semester Credits
This course will explore how health and illness are related to inequities in society and dynamics of power in systems of health care. The
following issues will be examined in the course: How widening gaps in the distribution of wealth diminish the health of all members of
society; how social inequities become medicalized as health disparities, how an emphasis on profit in health care affects the distribution
of healing resources in the population, and what strategies the poor and powerless employ to gain access to health care resources.
This course will include an optional study abroad experience in Guatemala.
Core Curriculum Component: None
Prerequisite(s): None
NUR541P
Practicum: Politics of Health Care
1 Semester Credits
This practicum focuses on the relationship of health and illness to inequities in society and the dynamics of power in systems of health
care. Students are guided in exploring health as a human right, as they begin to name and bear witness to structures of injustice within
various contexts.
Core Curriculum Component: None
Prerequisite(s): None
NUR596
Topics
1 Semester Credits
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Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR597
Topics
2 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR598
Topics
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR599
Topics
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR701
Practicum: Directed Study
1 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge
supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the
biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice.
Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher
level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific
areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the
communities in which they wish to carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR702
Practicum: Directed Study
2 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge
supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the
biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice.
Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher
level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific
areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the
communities in which they wish to carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR703
Practicum: Directed Study
3 Semester Credits
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Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge
supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the
biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice.
Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher
level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific
areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the
communities in which they wish to carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR704
Practicum: Directed Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR711
Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
This practicum focuses on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Professional and
indigenous care systems, patterns of health, and community strengths and resources are examined within the cultural context of
reservation life, traditional Lakota values, economic resources, and political realities. Immersion in the life of the community, critical
reflection and dialogue with Elders, artists and community members foster discovery and professional and personal growth.
Core Curriculum Component: None
Prerequisite(s): None
NUR711P
Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
Emphasis is on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Patterns of health, community
strengths and resources, and care systems (bio-medical and indigenous) are explored within the socio-cultural context of reservation
life, including economic realities on the Pine Ridge, and politics within a tribal community. Lakota traditions and values are experienced
through engagement in the life of the community, critical reflection and dialog with Lakota elders and community members.
Core Curriculum Component: None
Prerequisite(s): None
NUR721
Practicum:Ancient Healing Practices & Modern Implications
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR722
Practicum: Ancient Healing Practices and Modern Implications
2 Semester Credits
This practicum immerses students in ancient settings of healing in England—the healing waters of the Roman baths and the healing
energy of and the sacred sites of ancient Celts. The importance of a connection to the land and cosmos is embodied in the origins of
modern-day nursing. A visit to Homerton Hospital in Hackney, London, exemplifies transcultural care with a diverse population of
immigrants and asylum seekers.
Core Curriculum Component: None
Prerequisite(s): None
NUR731
Practicum:Dia de los Muertos
1 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): None
NUR732
Practicum: Dia de los Muertos
2 Semester Credits
In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the celebration of the Day
of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by indigenous participants in rituals and
ceremonies that invite the return of ancestors who have died. Globalization of the holiday and its modifications through culture contact
are revealed.
Core Curriculum Component: None
Prerequisite(s): None
NUR741
Practicum:Health & Community Building in Guatemala
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR742
Practicum: Health and Community Building in Guatemala
2 Semester Credits
This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of wealth diminishes the
health of all members of society. Learning is based on immersion experiences in Guatemala City and highland Mayan communities.
Observation, presentations by cultural guides, and classroom discussions will reflect on health and social justice for marginalized
people. Participation in traditional back-strap weaving will guide reflection on the relationship of health and cultural continuity. Spanish
language school is an option in this practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR762
Practicum: Exporing Millennium Development Goal Achievement in Sub-Saharan Africa
2 Semester Credits
Students focus on the development of leadership skills that promote Millennium Development Goal (MDG) achievement in sub-Saharan
Africa. Practicum activities are designed to engage health care professionals and members of local communities in best practices for
achieving MDG targets by 2015. Structured lectures and discussions supplement practice and encourage students to explore
sociocultural determinants of health and illness—economic realities, cultural values and gender roles, education levels, governmental
policies, access to technology, and the competence of health care providers—in relation to the unequal burdens of suffering and
disease evident in Africa.
Core Curriculum Component: None
Prerequisite(s): None
NUR799
Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR800
Practice Wisdom (Métis) and Formal Evidence
3 Semester Credits
This course provides a foundation for building the scholarship of advanced transcultural and holistic nursing practice. Sources of
knowledge and procedures for acquiring knowledge, both formal and informal, will be studied for the power to positively influence health
outcomes. Evidence will be evaluated for relevance to practical experience based in context-specific, emic positions and for rigor in
empirical procedures based in context-free, etic perspectives. Utilizing selected evidence suited to particular transcultural and holistic
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issues, practice models building on both local expertise and professional research will be analyzed through systematic reflection.
Students will begin developing original practice models suited to their transcultural and holistic healthcare issues and relevant to
concerns of people marginalized by health systems. Exploration of how Evidence-Based Practice and Metis-Based Practice is
integrated into nursing practice will be developed.
Core Curriculum Component: None
Prerequisite(s): None
NUR802
Making Room at the Table: Creating Collaborative Networks and Common Spaces
3 Semester Credits
This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning and are
embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding abundance compromises
the health of everyone, the course facilitates human connections that go beyond charity to acting from a basis of shared risk and
solidarity.
Core Curriculum Component: None
Prerequisite(s): None
NUR803
Transcultural Cosmologies and a Global Perspective
3 Semester Credits
This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning and are
embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding abundance compromises
the health of everyone, the course facilitates human connections that go beyond charity to acting from a basis of shared risk and
solidarity.
Core Curriculum Component: None
Prerequisite(s): None
NUR805
Ways of Knowing: Qualitative and Quantitative Evidence
3 Semester Credits
Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional practice. It
focuses on the comparative analysis of quantitative and qualitative data. Students will critically reflect on the data, unpacking it and
uncovering the meaning behind the data that supports their practice. Comparing the positivistic and interpretive stance, the students will
examine relevant knowledge and ways of knowing that provide scholarly grounding for their professional expertise.
Core Curriculum Component: None
Prerequisite(s): None
NUR806
Bio-Cultural Epidemiology: The Ecology of Human Suffering in a World of Extremes
3 Semester Credits
This course embraces a critical social approach to understanding health and illness embodied within populations and communities.
Cumulative illness-producing effects of inequities entrenched in structures of social privilege and disadvantage are examined in relation
to patterns of health, illness, risk perception, and behavior across a broad range of cultural contexts. Human suffering is viewed as
neither coincidental nor inevitable, but related to how social relationships and institutions promote or erode the health of persons and
populations. Ecological and epidemiological methods are examined for their cultural sensitivity, relevance and ability to expose sociocultural determinants of health and illness in local contexts. The role of the advanced practice nursing, gathering evidence, advocating
for the underserved, and providing care and access to health resources is emphasized.
Core Curriculum Component: None
Prerequisite(s): None
NUR807
Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care
3 Semester Credits
This course explores transcultural healing and caring modalities including the integration of traditional and scientific healing ceremonies
and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual forces that promote health and cause
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illness. The use of medicinal plants for healing in indigenous traditions will be compared to contemporary views of health and healing in
bio-scientific models of curing.
Core Curriculum Component: None
Prerequisite(s): None
NUR811
First Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during students' practicum
experiences that are faculty-led and those that are self-directed; and to foster students' completion of the DNP scholary capstone
project and portfolio. The focus of the seminar is individualized to students' specific practice interest and goals. As such, students are
expected to test ideas for their scholarly capstone project in the seminars with faculty and peers.
Core Curriculum Component: None
Prerequisite(s): None
NUR812
Seminar 1: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students' completion of the final
scholarly project. The seminar is individualized to students' specific practice interests and goals. The focus of this seminar is to develop
a Scholarly Project Plan and to begin writing a scholarly paper with a particular focus on chapter one and two.
Core Curriculum Component: None
Prerequisite(s): None
NUR816
Advanced Pathophysiology and Vibrational Energy Medicine
3 Semester Credits
This course examines the interactions and influences of cellular and energy transmission within the human body. The role of imbalance
and inflammation on body systems will articulate how illness and disease results from ongoing states of imbalances.
Core Curriculum Component: None
Prerequisite(s): None
NUR817
Informatics and Health Policy: The Colonization of Knowledge
3 Semester Credits
This course examines how knowledge is or is not accessed/utilized throughout transcultural and holistic healthcare systems. Applying
principles of how multidisciplinary healthcare teams share the colonization of knowledge will be described and applied to the role of
advanced practice nurses.
Core Curriculum Component: None
Prerequisite(s): None
NUR818
Pharmacotherapeutics I for Advanced Practice
3 Semester Credits
This course provides the foundation of the principles of pharmacology, pharmacotherapy, and pharmacokinetics. The knowledge will
relate to disease processes of medications used in multiple disease states, acute and chronic illness.
Core Curriculum Component: None
Prerequisite(s): None
NUR819
Physical and Holistic Health Assessment
3 Semester Credits
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This course articulates how a Physical and Holistic Health Assessment integrates knowledge from a variety of disciplines: medicine,
Functional Medicine, spirituality, religion, transcultural and holistic nursing. Utilizing a variety of assessment tools provides the Nurse
Practitioner with a systematic and holistic approach to analyze a patient's health history.
Core Curriculum Component: None
Prerequisite(s): None
NUR820
Integrative Illness Prevention and Wellness Promotion
3 Semester Credits
This course provides a comprehensive overview of the conceptual and theoretical bases of providing holistic approaches to health and
healing. Integrative Illness Prevention and Wellness Promotion encompasses how health promotion can be impacted in a variety of
cultures and populations through the life span and healthcare systems.
Core Curriculum Component: None
Prerequisite(s): None
NUR821
Second Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during students' practicum
experiences that are faculty-led and those that are self-directed; and to foster students' completion of the DNP capstone project and
portfolio. The focus of the seminar is individualized to students' specific practice interests and goals. As such, students are expected to
test ideas for their capstone projects in the seminar with faculty and peers. Students will begin to write their Capstone Project paper
during this semester.
Core Curriculum Component: None
Prerequisite(s): NUR811(First Year Doctoral Seminar) *concurrent registration is acceptable*
NUR822
Seminar 2: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students' completion of the final
scholarly project. The seminar is individualized to students' specific practice interests and goals. The focus of this seminar is to continue
writing the student's scholarly paper with particular focus on chapter three.
Core Curriculum Component: None
Prerequisite(s): 1 of NUR811(First Year Doctoral Seminar), NUR812(Seminar 1: Doctor of Nursing Practice - Family Nu)
NUR824
Integrative Primary Care of Adults I
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease states and body
systems. The clinical management is an approach to treating the adult patient with ongoing symptoms and illness.
Core Curriculum Component: None
Prerequisite(s): NUR819(Physical and Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness Promotion)
NUR825
Integrative Primary Care of Adults II
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease states and body
systems. The clinical management is an approach to treating the adult patient with chronic illness and also addressing women's health
issues.
Core Curriculum Component: None
Prerequisite(s): NUR824(Integrative Primary Care of Adults I)
NUR826
Pharmacotherapeutics II for Advanced Practice and Herbal Medicine
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3 Semester Credits
This course provides the foundation of the principles of pharmacology, pharmacokinetics, and herbal medicine. The knowledge will
relate to disease processes of medications used in multiple disease states, acute and chronic illness. This class will also include an indepth description of how pharmacology and herbs are utilized in treating illness throughout the life span.
Core Curriculum Component: None
Prerequisite(s): None
NUR827
Integrative Primary Care of Children
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease states and body
systems. The clinical management is an approach to treating the pediatric population with ongoing symptoms, illness and chronic
illness and also addressing issues of the pregnant woman. This course also examines the transcultural families from a multidimensional
approach exploring the set of shared worldviews, adaptations, and meaning. The student will explore a family's life ways and health
care patterns, values and goals via developing an in-depth contextual understanding of the family's configuration, social interaction,
ethnicity, genetics, religion, nationality, language and communication styles. Ethical implications of providing cultural and holistic care to
marginalized populations will be examined.
Core Curriculum Component: None
Prerequisite(s): None
NUR831
Third Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during students' practicum
experiences that are faculty-led and those that are self-directed; and to foster students' completion of the DNP capstone project and
portfolio. The focus of the seminar is individualized to students' specific practice interests and goals. As such, students are expected to
test ideas for their capstone projects in the seminar with faculty and peers. Students will begin to write their Capstone Project paper
during this semester.
Core Curriculum Component: None
Prerequisite(s): NUR821(Second Year Doctoral Seminar)
NUR832
Seminar 3: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students' completion of the final
scholarly project. The seminar is individualized to students' specific practice interests and goals. The focus of this seminar is to continue
writing a scholarly paper with particular focus on chapter four.
Core Curriculum Component: None
Prerequisite(s): NUR822(Seminar 2: Doctor of Nursing Practice - Family Nur)
NUR841
Final Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during the student's practicum
experiences to complete their doctoral capstone project. During this seminar, students will complete their written scholarly paper
describing their capstone project and present their scholarly project.
Core Curriculum Component: None
Prerequisite(s): NUR831(Third Year Doctoral Seminar)
NUR842
Seminar 4: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students' completion of the final
scholarly project. The seminar is individualized to students' specific practice interests and goals. The focus of this seminar is to
complete the scholarly paper and to develop a manuscript for publication.
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Core Curriculum Component: None
Prerequisite(s): NUR832(Seminar 3: Doctor of Nursing Practice - Family Nur)
NUR850
Integrative Primary Care of Adults Clinical I
3 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and holistic approach
to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with clinical experience in providing a
systematic holistic root cause analysis of a patient’s health history. The student will also develop an Integrative Health Promotion
educational project for patient population, culture or healthcare system. This course will also provide the student with clinical
opportunities and direct patient care to provide the application of medical and complementary and alternative healthcare management
to disease states and body systems. The clinical management is an approach to treating the primary care patient with ongoing
symptoms and illness.
Core Curriculum Component: None
Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine), NUR817(Informatics and Health Policy: The
Colonization of Knowledge), NUR818(Pharmacotherapeutics I for Advanced Practice), NUR819(Physical and Holistic Health
Assessment), NUR820(Integrative Illness Prevention and Wellness Promotion), NUR824(Integrative Primary Care of Adults I)
*concurrent registration is required*
NUR851
Integrative Primary Care of Adults Clinical II
2 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to provide the clinical application of medical and
complementary and alternative management to disease states and body systems. The clinical management is an approach to treating
the adult patient and women's health issues with chronic illness.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I)
NUR852
Integrative Primary Care of Adults Clinical III
2 Semester Credits
This course will provide the student with clinical opportunities and direct patient care for clinical application of medical, complementary
and alternative healthcare management of disease states and body systems. The clinical management is an approach to treating the
adult patient with complex comorbidities of altered health states. Students will integrate safe and effective management strategies for
patients requiring multiple pharmacological interventions.
Core Curriculum Component: None
Prerequisite(s): NUR851(Integrative Primary Care of Adults Clinical II)
NUR853
Integrative Primary Care of Children Clinical
2 Semester Credits
This clinical engages students in a transcultural and holistic approach to integrative primary care of children. Clinical rotations will
include experience in assessment, diagnosis, treatment, and ongoing management of illness and health within a pediatric population.
Core Curriculum Component: None
Prerequisite(s): NUR852(Integrative Primary Care of Adults Clinical III) *concurrent registration is acceptable*; NUR827(Integrative
Primary Care of Children) *concurrent registration is required*
NUR854
Integrative Primary Care of Adults Clinical IV
3 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to provide the clinical application of medical,
complementary and alternative healthcare management to disease states and body systems. Students will integrate complex medical
and holistic primary care interventions associated throughout the life span (pregnant woman, pediatrics, adolescences, adult, and
geriatric patients) for acute and chronic illness. The clinical plans of care will include evidence-based practice, management of complex
pharmacological application, and the holistic approach to patient care.
Core Curriculum Component: None
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Prerequisite(s): NUR825(Integrative Primary Care of Adults II) *concurrent registration is required*, NUR853(Integrative Primary Care
of Children Clinical)
NUR855
Integrative Primary Care of Adults Clinical V
2 Semester Credits
This clinical intensive rotation is one-two weeks in length. It provides the student with the opportunity to experience the principles of
intra-professional collaboration and referral within the primary care system. Integrate ICD coding and pharmacological prescribing
practices into primary patient care.
Core Curriculum Component: None
Prerequisite(s): NUR854(Integrative Primary Care of Adults Clinical IV)
NUR860
Through the Lens of Wholeness: A Human Approach
3 Semester Credits
This course will provide an approach to a collaborative medicine case study application of transcultural and holistic nursing concepts,
based on Evidence-Based and Metis-Based Evidence Practice. This case study application will develop critical spiritual, ethical, and
integrative health clinical decision-making for the Family Nurse Practitioner.
Core Curriculum Component: None
Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine), NUR817(Informatics and Health Policy: The
Colonization of Knowledge), NUR818(Pharmacotherapeutics I for Advanced Practice), NUR819(Physical and Holistic Health
Assessment), NUR824(Integrative Primary Care of Adults I), NUR826(Pharmacotherapeutics II for Advanced Practice and Herbal
Medicine), NUR850(Integrative Primary Care of Adults Clinical I)
NUR892
Topics in Advanced Nursing Practice
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR893
Topics in Advanced Nursing Practice
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR894
Topics in Advanced Nursing Practice
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR897
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR898
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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NUR998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
OJB – Ojibwe
OJB111
Beginning Ojibwe I
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational
skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
OJB112
Beginning Ojibwe II
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational
skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 2
Prerequisite(s): OJB111(Beginning Ojibwe I)
PA – Physician Assistant Studies
PA501
Human Anatomy and Neuroanatomy
8 Semester Credits
This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration, discussion and
dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA503
Human Pathophysiology
4 Semester Credits
The course uses lecture, detailed objectives/study guide, quizzes and exam, discussion and case studies to learn and review basic
human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular adaptations; immunity,
hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system; gastrointestinal system; renal; nervous
system; and musculoskeletal system. The intention is to give the students a foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA511
History and Physical Exam Skills I
7 Semester Credits
A lecture-discussion-laboratory course designed to demonstrate and apply techniques and skills essential to interviewing and physical
examination of patients. Topics covered include history taking and physical exam of the cardiovascular, respiratory, gastrointestinal,
lymph, skin and otorhinolaryngology systems. Basic nutrition, genetics, preventative health care, and complimentary and alternative
medicine are introduced. Units are coordinated with Clinical Medicine I and Pharmacotherapy I.
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Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA512
History and Physical Exam Skills II
7 Semester Credits
A lecture-discussion-laboratory course designed to demonstrate and apply the techniques and skills essential to interviewing and
physical examination of patients. Topics covered include history taking and physical exam of the musculoskeletal system, neurology,
ophthalmology, endocrinology, and the male reproductive system. Units are coordinated with Clinical Medicine II and Pharmacotherapy
II.
Core Curriculum Component: None
Prerequisite(s): PA511(History and Physical Exam Skills I)
PA521
Pharmacotherapy I
5 Semester Credits
This course will cover pharmacology and pharmacotherapy related to disease processes of the dermatologic, cardiovascular,
respiratory, gastrointestinal and otolaryngologic systems and infectious diseases. Units are coordinated with the Clinical Medicine I and
History and Physical Exam Skills I courses.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA522
Pharmacotherapy II
5 Semester Credits
This course will cover pharmacology and pharmacotherapy related to disease processes of the orthopedic, neurologic, ophthalmologic,
hematologic, renal, urologic and endocrine systems and pain management. Units are coordinated with the Clinical Medicine II and
History and Physical Exam Skills II courses.
Core Curriculum Component: None
Prerequisite(s): PA521(Pharmacotherapy I)
PA531
Clinical Medicine I
8 Semester Credits
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and treatment of
common and serious disorders. Topics covered include dermatology, cardiology, pulmonology, gastroenterology, and
otorhinolaryngology. This course builds on the foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent
courses in History and Physical Exam Skills I and Pharmacotherapy I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA532
Clinical Medicine II
8 Semester Credits
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and treatment of
common and serious disorders. Topics covered include orthopedics, rheumatology, neurology, ophthalmology, hematology,
nephrology, urology, and endocrinology. Global health and health care disparity are explored. Units are coordinated with concurrent
courses in History and Physical Exam Skills II and Pharmacotherapy II.
Core Curriculum Component: None
Prerequisite(s): PA531(Clinical Medicine I)
PA533
Clinical Medicine III
4 Semester Credits
203
An integrative approach incorporating the principles of clinical medicine, history and physical exam, and pharmacotherapy focusing on
the provision of medical care in pediatrics and women's health. Common and serious problems encountered in primary care are
explored. Students will be introduced to topics in emergency medicine and complete a field-based orientation to surgical practice.
Core Curriculum Component: None
Prerequisite(s): PA532(Clinical Medicine II)
PA534
Clinical Medicine IV
4 Semester Credits
This course provides an integrative approach incorporating the principles of clinical medicine, history and physical exam, and
pharmacotherapy in the study of geriatrics and mental health. Common and serious problems encountered in primary care and other
issues unique to these populations are explored. Students will be introduced to topics in emergency medicine and complete a servicelearning experience with an older adult from the community.
Core Curriculum Component: None
Prerequisite(s): PA533(Clinical Medicine III)
PA542
Professional Issues
2 Semester Credits
A course designed to introduce the physician assistant student to medical ethics and various professional topics that affect the
practicing physician assistant. The course focus is on the medical and non-medical aspects of the profession such as: history of the
physician assistant profession, laws and regulations governing physician assistant practice and education, human experimentation,
abortion, care for the dying, euthanasia, reimbursement issues, and professional behavior.
Core Curriculum Component: None
Prerequisite(s): None
PA545
Clinical Phase Transition
4 Semester Credits
This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the transition of knowledge
and skills from the academic phase into the clinical phase. Students will be placed in a clinic or hospital setting for part of the semester.
Students will also have other health-related community experiences and activities during this course. In-class time will be used to
discuss these experiences and work on skills essential for clinical practice.
Core Curriculum Component: None
Prerequisite(s): PA532(Clinical Medicine II)
PA555
Research Tools for the Physician Assistant
2 Semester Credits
This course emphasizes research as a tool at all levels of physician assistant practice and education; identifies the linkages between
research, theory, and medical practice and the responsibility of physician assistant to expand their knowledge base. Primary,
secondary, and tertiary disease prevention applications to public health are introduced. Information literacy in relationship to medical
literature is integrated throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
PA570
Interdisciplinary Perspectives on Aging
3 Semester Credits
This course provides an opportunity for students in health and social services disciplines to explore issues related to aging and care of
the elderly. Students gain real world experiences by working collaboratively in an interdisciplinary context. Students will be asked to
apply knowledge and skills directly with elders utilizing an experiential learning model. Students will build a beginning expert level
knowledge base regarding issues that affect older adults in contemporary health and social welfare contexts.
Core Curriculum Component: None
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Prerequisite(s): None
PA595
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PA599
Directed Study
3 Semester Credits
This course provides a practice-oriented approach to the information literacy methods used in health care. Students will develop a topic,
complete a full review of the literature and produce an analytic paper in consultation with supervising professor.
Core Curriculum Component: None
Prerequisite(s): PA555(Research Tools for the Physician Assistant)
PA600
Family Medicine Clinical Practicum
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and
conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and physical
examination, formulation of accurate problem lists, thorough investigation and development of treatment plans utilizing evidence based
medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA601
Internal Medicine Clinical Practicum
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and
conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history and physical
examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based
medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA602
General Surgery Clinical Practicum
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical
conditions unique to the clinical practice of General Surgery. Inclusion of proper data collection through history and physical
examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based
medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA603
Pediatric Clinical Practicum
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical
conditions unique to the clinical practice of Pediatrics. Inclusion of proper data collection through history and physical examination,
formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as
determined by review and analysis of current medical literature.
Core Curriculum Component: None
205
Prerequisite(s): None
PA604
Women's Health Clinical Practicum
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical
conditions unique to the clinical practice of Women’s Health. Inclusion of proper data collection through history and physical
examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based
medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA605
Emergency Medicine Clinical Practicum
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical
conditions unique to the clinical practice of Emergency Medicine. Inclusion of proper data collection through history and physical
examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based
medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA606
Psychiatric Clinical Practicum
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of Psychiatric diseases and
conditions unique to the clinical practice of Psychiatric Medicine. Inclusion of proper data collection through history and physical
examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based
medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA607
Elective Clinical Practicum I
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique
to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in
which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): None
PA608
Elective Clinical Practicum II
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique
to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in
which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): None
PA620
Primary Care Preceptorship
6 Semester Credits
206
The final rotation of the clinical phase, which can be completed in family, internal, geriatric, pediatric or women’s medicine. This course
provides students a final opportunity to develop skills unique to the clinical practice of medicine to include performing proper data
collection, formulating accurate problem lists and investigation strategies, and developing treatment plans that incorporate evidence
based medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA621
General Medicine Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills
unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of
accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence based medicine as
determined by review and analysis of current medical literature. Can be completed in PA621 General Medicine Specialty or PA622
Surgical Specialty.
Core Curriculum Component: None
Prerequisite(s): None
PA622
Surgical Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills
unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of
accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence based medicine as
determined by review and analysis of current medical literature. Can be completed in PA621 General Medicine Specialty or PA622
Surgical Specialty.
Core Curriculum Component: None
Prerequisite(s): None
PA690
Capstone
2 Semester Credits
This course provides each student the opportunity to present results of their individual research topic and to synthesize previous study
and work experience in preparation for graduation and clinical practice. The student will demonstrate an understanding of the program’s
and profession’s principles.
Core Curriculum Component: None
Prerequisite(s): None
PA998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PA999
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHI – Philosophy
PHI110
Introduction to Philosophy
207
4 Semester Credits
This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if there are
universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and
what it means to view the world philosophically.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI120
Ethics
4 Semester Credits
By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major
philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The Christian tradition will inform
the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI125
Ethics and Human Identity
4 Semester Credits
A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of happiness. Beginning by
asking what the end or purpose of human life is, students decide on the moral and intellectual virtues required to reach the end. Topics
of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive
credit for PHI 120.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI175
Philosophy of Love and Sex
4 Semester Credits
The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and homosexuality
are considered.
Core Curriculum Component: None
Prerequisite(s): None
PHI180
Ethics of Medicine and Health Care
4 Semester Credits
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health
care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and
euthanasia.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI230
Logic
4 Semester Credits
Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and develop their ability
to recognize and construct sound arguments. The last part of the course focuses on informal logic and inductive reasoning.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
PHI241
History of Philosophy I: Ancient Greek Philosophy
208
4 Semester Credits
Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us today: the nature of
reality and its relationship to language and reason, the immortality of the soul, the nature of truth and human knowledge, and the nature
of the good life.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI242
History of Philosophy II: Medieval and Renaissance Philosophy
4 Semester Credits
Students will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical
assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human understanding in relation to
faith, and the place of the image of God in the human condition. (Suggested prior course: PHI 241. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
PHI260
Philosophy and the Arts
4 Semester Credits
Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and falsehood of
aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art, creativity, the relation between the
artist’s intention, the work of art, and its relation to the rest of the artistic tradition. For arts majors and students with a strong
background in the arts.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI315
Philosophy of Human Nature and Human Culture
4 Semester Credits
This course concerns the philosophical study of human nature and its relation to human culture. Students will read a selection of texts
by eminent philosophers on the subject. Topics studied in the course include: the knowledge and nature of the self, the definition of the
human being in terms of culture, myth and religion in human culture, human nature and the culture of language, and the culture of art.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI343
History of Philosophy III: Early Modern and 19th-Century Philosophy
4 Semester Credits
We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke,
Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century idealism and the reaction to it (Marx, Kierkegaard,
Nietzsche and Mill). (Suggested prior course: PHI 241)
Core Curriculum Component: None
Prerequisite(s): None
PHI344
History of Philosophy IV: 20th-21st Century Philosophy
4 Semester Credits
The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology, existentialism,
pragmatism, and postmodern philosophy. Focus of study is on major texts of these movements. Students are strongly encouraged to
take PHI 343 before taking PHI 344.
Core Curriculum Component: None
Prerequisite(s): None
209
PHI350
Philosophy of Religion
4 Semester Credits
We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does
God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human suffering? Are miracles and life after
death possible?
Core Curriculum Component: None
Prerequisite(s): None
PHI370
Existentialism
4 Semester Credits
Studies in the writings - both philosophical and literary - of prominent existentialist authors. The course examines what it means to be a
being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in
philosophy. Alternate years)
Core Curriculum Component: None
Prerequisite(s): None
PHI380
Ethics of Medicine and Health Care
4 Semester Credits
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health
care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and
euthanasia.
Core Curriculum Component: None
Prerequisite(s): None
PHI385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of
computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (1.5 hour
lab included)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT122(Calc For Social and Behavioral Scie), MAT145(Calculus I), MAT171(Discrete Mathematics For
Computing); CSC210(Data Structures)
PHI399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHI410
Topics in Philosophy
4 Semester Credits
Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical movements, the
history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course
from PHI 241, 242, 343, 344.)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHI490
210
Keystone
4 Semester Credits
This course integrates the student’s general education experience with an overview of specific philosophical ideas or philosophers.
Core Curriculum Component: Keystone
Prerequisite(s): None
PHI499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY – Physics
PHY101
Astronomy
4 Semester Credits
A descriptive course covering our solar system, stars, and galaxies. In addition, the course traces the development of scientific thought
from early civilization to the present day. Night viewing is required. (Three one-hour lectures.)
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
PHY107
College Physics I
4 Semester Credits
This is a rigorous study of classical physics including mechanics and wave motion. This course is focused on the applications of
physics to the biological sciences. This course does not meet requirements for Chemistry and Physics majors. High school trigonometry
is required in preparation for this course. Concurrent registration in PHY107L is required. (Three one-hour lectures, one three-hour
laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT114(Precalculus), MPL(Math Placement Group)
PHY107L
College Physics I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY107(College Physics I) *concurrent registration is required*
PHY108
College Physics II
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. This course is focused on the
applications of physics to the biological sciences. This course does not meet requirements for Chemistry and Physics majors.
Concurrent registration in PHY108L is required. (Three one-hour lectures, one three-hour laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of PHY107(College Physics I), PHY121(General Physics I); 1 of ENL111(Effective Writing), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters)
PHY108L
College Physics II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
211
Prerequisite(s): PHY108(College Physics II) *concurrent registration is required*
PHY116
Introduction to Physics
4 Semester Credits
An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate fundamental
principles and provide a broad survey of physics. Concurrent registration in PHY116L is required. (Three one-hour lectures, one threehour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
PHY116L
Introduction to Physics Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY116(Introduction to Physics) *concurrent registration is required*
PHY119
Physics for the Fine Arts
4 Semester Credits
A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts, and theater.
Explores the physics of phenomena and perception fundamental to these disciplines. Concurrent registration in PHY119L is required.
(Three one-hour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
PHY119L
Physics for the Fine Arts Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY119(Physics for the Fine Arts) *concurrent registration is required*
PHY121
General Physics I
4 Semester Credits
A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and other specified
majors. Concurrent registration in PHY121L is required. (Three one-hour lectures, one three-hour laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): MAT145(Calculus I) *concurrent registration is acceptable*
PHY121L
General Physics I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY121(General Physics I) *concurrent registration is required*
PHY122
General Physics II
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics, preengineering, and other specified majors. Concurrent registration in PHY122L is required. (Three one-hour lectures, one three-hour
laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
212
Prerequisite(s): MAT146(Calculus II) *concurrent registration is acceptable*; 1 of ENG111(Effective Writing), ENL111(Effective
Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level);
PHY121(General Physics I)
PHY122L
General Physics II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY122(General Physics II) *concurrent registration is required*
PHY199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY203
Physics and Earth Science for Elementary Education Teachers
4 Semester Credits
This course focuses on MSEP physical science outcomes for K-5 licensure: properties of and changes in matter; position, motion and
force; light, heat, electricity and magnetism; and kinds of and ways to transfer energy. Students conduct hands on physical science
explorations and do lab experiments. They also review student misconceptions, Students will also study key ideas in earth science
including connections between concepts in earth science and physics.
Core Curriculum Component: None
Prerequisite(s): None
PHY245
Modern Physics
4 Semester Credits
An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear, and solid state
physics. This course develops the experimental foundations and need for quantum mechanics. Concurrent registration in PHY245L is
required. (Three one-hour lectures, one two-hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III) *concurrent registration is acceptable*; PHY122(General Physics II)
PHY245L
Modern Physics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics) *concurrent registration is required*
PHY261
Electronics
4 Semester Credits
AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and microcomputer systems.
Three one-hour lectures, one three-hour laboratory. Concurrent registration in PHY261L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II); MAT146(Calculus II)
PHY261L
Electronics Lab
0 Semester Credits
Core Curriculum Component: None
213
Prerequisite(s): PHY261(Electronics) *concurrent registration is required*
PHY298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY317
Biophysics
4 Semester Credits
An introduction to classic topics at the intersection of physics and biology. Topics may include biopolymers, self-assembly, nerves and
signal propagation, molecular machines, and biomembranes. The course will emphasize approaches based on thermodynamics,
statistical mechanics, and experimental techniques. Concurrent registration in PHY317L is required. (Three one-hour lectures and a
three hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II)
PHY317L
Biophysics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY317(Biophysics) *concurrent registration is required*
PHY320
Introduction to Space Science
4 Semester Credits
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.)
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics)
PHY327
Special Functions of Mathematical Physics
4 Semester Credits
Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series solution of
differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear algebra (e.g., matrix
multiplication, eigenvalues and eigenvectors, special matrices, determinants), functions of a complex variable, and an introduction to
computer programming in IDL. Concurrent registration in PHY327L is required. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III), PHY122(General Physics II)
PHY327L
Special Functions of Mathematical Physics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY327(Special Functions of Mathematical Physics) *concurrent registration is required*
214
PHY351
Mechanics I
4 Semester Credits
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 one-hour lectures. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT369(Modeling and Differential Equations in Biological and Natural Sciences),
PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II)
PHY352
Mechanics II
4 Semester Credits
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems
of particles, coupled oscillations, and noninertial reference frames. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of
Mathematical Physics); PHY122(General Physics II)
PHY362
Electromagnetic Fields I
4 Semester Credits
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. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of
Mathematical Physics); PHY122(General Physics II)
PHY363
Electromagnetic Fields II
4 Semester Credits
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. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of
Mathematical Physics); PHY362(Electromagnetic Fields I)
PHY395
Comprehensive Laboratory I
2 Semester Credits
Students work in small groups on advanced experiments from various physics subfields (including modern physics, electronic
instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and scientific communication.
Incorporates an introduction to LabVIEW software for computerized data acquisition and experiment control. (One three-hour laboratory
and an occasional one-hour seminar per week. Prereq.: junior or senior standing in physics. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHY396
Comprehensive Laboratory II
2 Semester Credits
Application of experimental techniques to advanced experiments in high vacuum physics and technology, modern optics, biophysics,
and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing in
physics. Spring)
215
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); PHY122(General Physics II)
PHY397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHY398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHY420
Plasma Physics
4 Semester Credits
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.)
Core Curriculum Component: None
Prerequisite(s): PHY363(Electromagnetic Fields II) *concurrent registration is acceptable*; PHY362(Electromagnetic Fields I)
PHY430
Introduction to Solid State Physics
4 Semester Credits
Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons,
semiconductors and magnetism. The conditions and consequences of the solid state of materials will be explored at a very detailed
level, taking realistic parameters of materials into account. Prereq.: PHY 486 strongly recommended. (Three one-hour lectures.)
Core Curriculum Component: None
Prerequisite(s): PHY351(Mechanics I), PHY362(Electromagnetic Fields I)
PHY486
Quantum Physics
4 Semester Credits
A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave functions,
expectation values, and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the
hydrogen atom. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics), PHY351(Mechanics I)
PHY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
216
Prerequisite(s): None
POL – Political Science
POL121
American Government and Politics
4 Semester Credits
Surveys major parts of American national government - including Congress, the presidency, and the courts - as well as campaigns and
elections, federalism, interest groups, and political parties.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL122
Metropolitan Complex
4 Semester Credits
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.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
POL124
American Women and Politics
4 Semester Credits
Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and
historical perspectives.
Core Curriculum Component: None
Prerequisite(s): None
POL158
Introduction to Political Science
4 Semester Credits
An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and
discussion of contemporary issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL160
World Politics
4 Semester Credits
Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of
international relations, and a focus on recent problems.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL170
Law in the United States
4 Semester Credits
A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United
States Constitution as "supreme" law; law as politics; historic and contemporary legal issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
217
POL199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL241
Environmental and River Politics
4 Semester Credits
This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including controversies
about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see
how local policy-makers and stakeholders are trying to achieve sustainability in the watershed.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
POL295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL310
Citizen Participation within a Globalized Economy-A Nicaraguan Case Study
4 Semester Credits
Topics include key political, social and economic global processes that shape citizen participation in Nicaragua and globally. Focuses
on key economic development policies apple in Nicaragua and ongoing participatory efforts of NGOs, social movements and
community groups working on alternative development policies.
Core Curriculum Component: None
Prerequisite(s): None
POL325
Politics and Public Policy
4 Semester Credits
The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape government policies in
various areas, including taxes, the environment, and social welfare policy. How public policies are formulated and implemented.
Core Curriculum Component: None
Prerequisite(s): None
POL326
Political Parties and Behavior
4 Semester Credits
Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest groups, and
media in presidential elections (optional in non-presidential election years).
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex),
POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
218
States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and
Political Change), POL325(Politics and Public Policy), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese
Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought),
POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative
Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL341
Globalization, Social Struggle and the Environment
4 Semester Credits
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that promote and/or
hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes
of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL342
Mass Communication in Society
4 Semester Credits
Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses of technology
and media for newsmaking, selling, entertainment, and public affairs.
Core Curriculum Component: None
Prerequisite(s): None
POL350
Topics: European Politics
4 Semester Credits
Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law
and politics or domestic politics in European states.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex),
POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and
Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in
Society), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and
Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought),
POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative
Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the
social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL354
The Politics of Development in Southern Africa
4 Semester Credits
This course examines basic theories of development as well as the political economy of development. It provides the opportunity to
reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
Prerequisite(s): None
219
POL357
Women, Gender, and Social Change in Latin America
4 Semester Credits
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. This course fulfills a
Social and Behavioral Sciences LAF requirement.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL359
Topics: Women in Comparative Politics
4 Semester Credits
An exploration of gender politics in globalization. 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.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex),
POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and
Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in
Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL363(Russian and Chinese Foreign
Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International
Relations Keystone), POL495(Seminar)
POL368
Model United Nations
4 Semester Credits
This course provides students with in-depth understanding of the United Nations and international diplomacy through the process of
preparation for attending the National Model United Nations Conference which is held each spring in New York City. Students research
a country and set of issues for the committee on which they will serve.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), POL160(World Politics)
POL370
Constitutional Law
4 Semester Credits
The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions affecting the
allocation of powers in the national government and in the federal system.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and
Politics), POL158(Introduction to Political Science), POL160(World Politics), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese
Foreign Policie), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory),
POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International
Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar); POL170(Law in the United States)
POL371
Topics
4 Semester Credits
Selected topics in internet, communications, and constitutional law. Content will vary, defined by the subtitle of the course.
Core Curriculum Component: None
220
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public
Speaking), COM120(Mass Media and Popular Culture), COM280(Introduction to Communication Studies), POL121(American
Government and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States),
POL241(Environmental and River Politics)
POL380
Western Political Thought
4 Semester Credits
A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and to rationalize
human governance.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex),
POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and
Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in
Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics),
POL375(Media Law), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics),
POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology),
POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
POL381
Topics: Democratic Theory
4 Semester Credits
Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be
included in the subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex),
POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and
Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in
Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics),
POL375(Media Law), POL380(Western Political Thought), POL382(Marxist Theory), POL421(Topics: American Politics),
POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology),
POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
POL397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL421
Topics: American Politics
4 Semester Credits
Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national, state, or local level.
221
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex),
POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and
Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in
Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics),
POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory),
POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology),
POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar)
POL459
Topics: Comparative Politics
4 Semester Credits
Selected themes including interpretations of political systems and comparisons of political processes such as political participation,
political development, political change, and revolution. Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex),
POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and
Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in
Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics),
POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory),
POL421(Topics: American Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology),
POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar)
POL461
Topics: International Politics
4 Semester Credits
Selected themes including interpretations of international politics, foreign policy decision-making, simulations of international problems.
Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and
Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental
and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics
and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European
Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and
Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought),
POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative
Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar)
POL483
Political Statistics and Methodology
4 Semester Credits
Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics, computer methods,
and issues in the construction and execution of political surveys.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
POL484
Political Analysis
4 Semester Credits
An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a
model for political study. Major research is required. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
222
Prerequisite(s): 3 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and
Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL199(Internship),
POL241(Environmental and River Politics), POL295(Topics), POL299(Directed Study), POL310(Citizen Participation within a
Globalized Economy-A Nicaraguan Case Study), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL341(Globalization, Social Struggle and the Environment), POL342(Mass Communication
in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL353(Political and Social Change
in Namibia), POL354(The Politics of Development in Southern Africa), POL357(Women Gender and Social Change in Latin America Mexico), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL368(Model United
Nations), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL397(Internship), POL399(Internship), POL421(Topics: American Politics),
POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology),
POL490(International Relations Keystone), POL495(Seminar), POL498(Independent Study), POL499(Independent Study)
POL490
International Relations Keystone
4 Semester Credits
Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations;
analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies the Keystone requirement
for International Relations majors.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
POL495
Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PSY – Psychology
PSY105
Principles of Psychology
4 Semester Credits
An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are
emphasized. Research participation is required.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
PSY199
Internship
4 Semester Credits
Core Curriculum Component: None
223
Prerequisite(s): PSY105(Principles of Psychology)
PSY201
Health Psychology
4 Semester Credits
Consideration of the impact of psychological, behavioral, social, and biological interactions on health.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY203
Lifespan Development
4 Semester Credits
An overview of biological, cognitive, and socioemotional development from the prenatal period through adulthood using a
developmental perspective. Emphasis on theories, methodology, and current scientific and applied research in developmental
psychology.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY215
Research Methods and Statistics I
4 Semester Credits
Part I of a two-term sequence. See PSY 315. PSY 215 may be taken without taking PSY 315. Scientific method as practiced in
psychology. This sequence emphasizes skills of bibliographic research, research design and data collection, statistical analysis and
interpretation, and APA-style presentation of research findings.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); PSY105(Principles of Psychology)
PSY235
Psychology and Law
4 Semester Credits
Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content areas:
eyewitness memory, courtroom procedures, and forensic clinical practice.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY250
Child Development
4 Semester Credits
Theory and scientific methods of examining development and behavior. Practical implications of data and theory are stressed.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY252
Adolescent and Young Adult Development
4 Semester Credits
Consideration of research and theory related to development during the adolescent and young adult years.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY253
Aging and Adulthood
4 Semester Credits
224
Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially
relevant to those who study and work with the largest growing segment of our population—the elderly.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY256
Environmental Psychology
4 Semester Credits
This course uses a cultural-ecological viewpoint to study the influence of both the natural and built physical environment on human
behavior.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): PSY105(Principles of Psychology)
PSY261
Personality and Cultural Context
4 Semester Credits
Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of gender, social
position, and cross-cultural behavior.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY262
Abnormal Psychology
4 Semester Credits
Applying psychological science to understanding the causes and treatments for psychological disorders. Topics include depression,
anxiety, schizophrenia, substance use, and eating disorders.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY263
Sports Psychology
4 Semester Credits
Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance. Topics include
motivation, team development, leadership, psychological skills training, and goal setting.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY271
Psychology of Gender
4 Semester Credits
Emphasis on the social construction of gender and its impact on the lives and behavior of individuals.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY282
Industrial & Organizational Psychology
4 Semester Credits
The theoretical and applied study of organizations. Topics include the individual, group, and organizational structure/process and
change.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
225
PSY291
Addiction and Recovery
4 Semester Credits
Examines addiction and recovery from multiple perspectives, giving special attention to physiological, religious-spiritual,
neurobiological, and sociocultural dimensions. Emphasis is placed on interdisciplinary approaches to prevention, treatment, and
recovery.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY295
Topics
4 Semester Credits
Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and Religion.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY315
Research Methods and Statistics II
4 Semester Credits
Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I)
PSY325
Social Behavior
4 Semester Credits
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group
behavior, social influence, attitudes formation, and change. Note: Students should have completed PSY 215; or PSY 105, with junior
standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY354
Cognitive Psychology
4 Semester Credits
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental
imagery, problem solving, decision making, and language. Note: Students should have completed PSY 215; or PSY 105, with junior
standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY355
Biopsychology
4 Semester Credits
226
Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, and
normal and altered states of consciousness. Note: Students should have completed PSY 215; or PSY 105, with junior standing and
consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY357
Behavior Analysis
4 Semester Credits
Principles of learning/behavior change and their application to self-management, family, work, school, and clinic settings. Individualized
projects. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I)
PSY359
Assessment
4 Semester Credits
Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and
impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical
issues. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY360
Psychology Laboratory
2 Semester Credits
Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a full-credit course in
the faculty member’s area of expertise and approval by that faculty member are required.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY381
Historical Perspectives
4 Semester Credits
Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present. Emphasis on the
20th century, inclusions of women and minorities, and contextual history. Note: Students should have completed PSY 215; or PSY 105,
with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY385
Counseling Psychology
4 Semester Credits
Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis, person-centered therapy, cognitive behavioral
therapy, and post-modern approaches). Topics include counseling diverse clients, evidence based practice, and ethical guidelines for
the counseling relationship. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of
instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of All of CONSENT(Consent of Instructor), PSY105(Principles of Psychology); PSY215(Research Methods and
Statistics I)
PSY390
Topics
227
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY391
Individual Differences
4 Semester Credits
General introduction to the study of individual differences. Particular focus is placed on behavioral genetic methods and designs.
Explores the degree to which genetic and environmental influences co-determine the expression of various psychological phenotypes,
including psychometric IQ, personality, and facets along broader psychopathologic dimensions.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II)
PSY397
Internship *
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PSY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II)
PSY400
Keystone Internship
4 Semester Credits
Students work 80 hours at an internship site of their choosing and attend a weekly (or weekend) class session. A series of
papers/assignments address career and personal goals as well as the relationship between the internship work and concepts learned in
the psychology major. PSY 400 satisfies the Keystone requirement but must involve an off-campus internship to satisfy the Augsburg
Experience requirement.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY410
Clinical Neuropsychology
4 Semester Credits
The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke, epilepsy, and
dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory, language, personality, and
awareness. Address clinical issues, including neuropsychological assessment and interviewing.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY490
228
Current Topics in Psychology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY491
Advanced Research Seminar
4 Semester Credits
Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and methodological techniques
and to explore contemporary professional issues and implications for social policy. Recommended for students headed for graduate
school and those electing an honors major.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor), PSY315(Research Methods and
Statistics II)
PSY493
Seminar: Contemporary Issues
4 Semester Credits
Discussion and exploration of contemporary, theoretical, professional, and social policy issues from a psychological viewpoint.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY498
Independent Study/Research *
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PSY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
REL – Religion
REL100
Religion, Vocation, and the Search for Meaning I
4 Semester Credits
This introductory course engages students in the search for meaning through the narratives of Judaism, Christianity, and Islam,
explores the concept of vocation, and invites students to consider their own religious, philosophical, and ethical commitments in
dialogue with other perspectives. Critical reading and inquiry will be fostered through course assignments and activities.
Core Curriculum Component: None
Prerequisite(s): None
REL199
Internship
4 Semester Credits
Limited to special cases.
Core Curriculum Component: None
229
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL200
Religion, Vocation, and the Search for Meaning II
4 Semester Credits
This course builds on the foundational themes established in REL100 by continuing the exploration of vocation and the search for
meaning in Christianity and in other world religions. Particular emphasis will be given to religion in public discourse, pluralism, and
interreligious dialogue. Critical reading and inquiry will be fostered through course assignments and activities.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I)
REL205
Exploring Topics in Religion
4 Semester Credits
This course introduces students to various topics within the field of religion. Students will explore primary texts on topics such as
gender, economics, and politics and investigate and analyze the contemporary debates involving these complex issues. Students will
develop their own perspectives on the topic under investigation. *This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL300(Bible, Christian Theology and Vocation); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
REL207
Heaven, Hell, and the End of the World
4 Semester Credits
Heaven, Hell, and the End of the World is a study of ancient traditions, biblical texts and contemporary beliefs about these great
themes. The course will cover biblical apocalyptic literature including the Dead Sea Scrolls, parables of Jesus and the Book of
Revelation. It will also study aspects of Dante's Inferno and Purgatorio, the apocalypticism of the Crusades and the rise of apocalyptic
Islam. This course will also cover popular treatments of these themes in contemporary film, television, music and post-apocalyptic
literature. Finally, students will be challenged to develop a personal assessment regarding these themes.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for
Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II)
REL210
Research Methods in Religion
4 Semester Credits
An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and church history),
including methods and research skills.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
REL220
Religion and Science in Popular Culture
4 Semester Credits
This course explores the relationship between religion and science through issues that emerge in public discussion through news and
popular media. Examples of topics include evolution and intelligent design, genetic engineering and stem cell research, and the social
role of science and science as vocation, along with historical and philosophical development of science in its relationship to religion.
*This course can meet the Search for Meaning II or Humaities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
230
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL300(Bible, Christian Theology and Vocation)
REL221
The Bible in Culture and Counterculture
4 Semester Credits
An introduction to the interpretation of the Bible and its relevance to contemporary culture. Reading selected texts from the Biblical
Canon of the Old and New Testaments and how those texts have been read by Jewish and Christian communities over the centuries.
Attention is paid to the ancient world and the literary and cultural contexts, including the subversive role particular texts played as
protest to the dominant culture in their original contexts and in later interpretations and applications. The class will discuss the range of
literary genres in the Bible and the significant arc of the narrative. Attention will also be paid to the nature of theological interpretation,
the role of the reader, and the use of biblical narratives, images, and themes in various cultural settings where the Bible has been used
to support or undermine the prevailing social order.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for
Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II)
REL222
Spirituality, Religion, and Popular Culture
4 Semester Credits
This class is designed to introduce students to the role spirituality and religion play in creating and maintaining culture through such
popular venues as motion pictures, television, music, theater, and literature. In particular, the impact religious values have on popular
cultural expressions will be examined.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL300(Religion, Vocation, and the Search for Meaning I+II)
REL234
Church Music & Worship
4 Semester Credits
This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries. Students will
be grounded in the biblical, theological, and liturgical traditions of the church while examining current practices emerging in the digital
age. Experiential components to the course will allow students the opportunity to critically assess and plan worship services.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for
Meaning I+II)
REL260
Self, Sex & Sin: Human Person in Christian & Contemporary Thought
4 Semester Credits
We face complex questions about human beings, sexuality, and sin. The Bible and Christian thinkers have reflected on these topics,
but it often seems like traditional claims disagree with modern views. This course explores how the Christian tradition and modern
anthropology define self, sex, and sin. *This course can meet the Search for Meaning II or Humaities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of REL200(Christian Vocation and the Search for Meaning II), REL300(Bible, Christian Theology and Vocation)
REL280
Religion and the Rise of Science
4 Semester Credits
This course examines the relationship between religion and the study of the natural world from antiquity to the beginnings of modern
science, focusing especially on the 16th and 17th centuries. We will explore how historical views of astronomy, biology, mathematics,
and physics influenced, and were influenced by, beliefs about God, creation, and human nature. Prerequisite: REL 100.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL300(Bible, Christian Theology and Vocation)
231
REL298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
REL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL301
Interpreting the Old Testament
4 Semester Credits
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. *This course can meet the Search for Meaning II or Humaities
LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL302
Interpreting the New Testament
4 Semester Credits
Historical, literary, and theological interpretation of Paul’s letters, the gospels, and other New Testament writings as persuasive
literature for ancient and modern communities. *This course can meet the Search for Meaning II or Humaities LAF requirement but not
both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL306
Non-Western Christianity
4 Semester Credits
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.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL309
Religion at the Movies
4 Semester Credits
Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and redemption, and
forgiveness and mercy will be explored through the medium of popular film.
Core Curriculum Component: Search for Meaning II
232
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL313
Environmental Theology and Ethics
4 Semester Credits
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of environmental
problems in South, Central, and North America.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL324
Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America
4 Semester Credits
Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic theologians first asserted
that God has a “preferential option for the poor” and therefore linked their faith to revolutionary social movements against political and
economic oppression. Recently, Latin American theologies have expanded to include feminist, queer, and postcolonial struggles
against sexism, heterosexism, and imperialism. Not accepted for credit for students who have taken REL 366. *This course can meet
the Search for Meaning II or Humaities LAF requirement but not both.* (Taught only in Mexico)
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL343
Theology of Marriage and Family
4 Semester Credits
An examination of the nature of modern marriage and family relationships within the context of the faith and practice of the Christian
church.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL345
The Lutheran Heritage
4 Semester Credits
This course tracks the development and influence of the Lutheran movement from its origins to its diverse expressions in the 21st
century. A cast of characters (from Bach to Bonhoeffer) and controversies (fate and freedom, faith and works, church and politics, and
more) highlight the course topics. Overall, students will be equipped and challenged to assess Lutheranism's contributions to the
Christian movement in light of other faith (and non-faith) traditions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL346
The Church and Social Change in Southern Africa
4 Semester Credits
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.
Core Curriculum Component: Search for Meaning II
233
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL347
Ethics and World Religions
4 Semester Credits
This course examines the ethics of major world religions, as both a field of study and a way of life. Students will learn about the
relationship between religious faith and practice and personal and social ethics. Particular attention will be given to cooperative efforts
towards a global ethic. *This course can meet the Search for Meaning II or Humaities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation)
REL353
Finding Your Religion/Spirituality
4 Semester Credits
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.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL356
World Religions
4 Semester Credits
An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto,
and Islam. *This course can meet the Search for Meaning II or Humaities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL357
Giants of the Christian Faith
4 Semester Credits
Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include Augustine, Martin
Luther, Dorothy Day, and Martin Luther King, Jr.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL362
Martin Luther and the Reformation
4 Semester Credits
An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin
Luther and other representative figures. *This course can meet the Search for Meaning II or Humaities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
REL363
234
Religion in America
4 Semester Credits
A study of the history of religion in America. This course explores religion as force for personal transformation, community and social
change. In the journey from Puritanism to pluralism, special attention is given to the quest for religious freedom and the search for
meaning in history.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology)
REL366
Latin American Liberation Theologies
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key
theological concepts, critiques, and practical implications.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL370
American Indian Spirituality and Philosophical Thought
4 Semester Credits
Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are
explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife.
(Prereq.: junior standing)
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
REL378
The Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a
variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but
also in the social and political spheres. Cross-listed with HIS 378.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL385
Process Theology and Christian Faith
4 Semester Credits
Explore a cosmological theology that agres with contemporary science (physics and biology), Buddhist perspectives on the world and
humans, an understanding of God who is not all powerful but who is all loving, and who requires human participation (vocation) to
accomplish the salvation of the world. Prerequisites: REL 100 or REL 300
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL386
Speaking of Genesis
235
4 Semester Credits
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.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL390
Theology of Death and Dying
4 Semester Credits
A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the
biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by
modern medical technology. *This course can meet the Search for Meaning II or Humaities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL405
Christensen Scholar Seminar I
2 Semester Credits
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is
open to participants in the Christensen Scholar program only. Applications due in January. Sophomores and juniors may apply. Contact
Religion department for details.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology); CONSENT(Consent of Instructor)
REL406
236
Christensen Scholar Seminar II
2 Semester Credits
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is
open to participants in the Christensen Scholar program only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology); CONSENT(Consent of Instructor)
REL407
Interfaith Scholars Seminar I
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best practices for
talking about religion in a diverse democracy. Students will also engage in interfaith service-learning projects through a connection with
the Interfaith Youth Core and the President Obama Interfaith Challenge. Applications due in February/March. Sophomores and juniors
may apply. Contact Religion department for details.
Core Curriculum Component: None
Prerequisite(s): REL100(Christian Vocation and the Search for Meaning I)
REL408
Interfaith Scholars Seminar II
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best practices for
talking about religion in a diverse democracy. Students will also engage in interfaith service-learning projects through a connection with
the Interfaith Youth Core and the President Obama Interfaith Challenge. (Prereq.: sophomore standing).
Core Curriculum Component: None
Prerequisite(s): REL100(Christian Vocation and the Search for Meaning I)
REL425
Christian Spiritual Practices
4 Semester Credits
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.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL441
Feminism and Christianity
4 Semester Credits
Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of
feminism on Christian theology, especially in terms of language and metaphor.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL471
Jesus and His Interpreters
4 Semester Credits
Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure, and
relationships. Attention to the variety of interpretations given the person of Jesus.
Core Curriculum Component: Search for Meaning II
237
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL472
Paul the Apostle
4 Semester Credits
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.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL475
Judaism
4 Semester Credits
An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL480
Vocation and the Christian Faith
4 Semester Credits
This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be challenged to make
vocation the lens through which they view their lives and communities. This course satisfies the Keystone requirement. (Note: some
majors, including REL, may still require a Particular keystone course in that discipline.)
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL481
Contemporary Theology
4 Semester Credits
An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the
light of the continuing theological task of the Christian church.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
REL483
Christian Ethics
4 Semester Credits
The course will focus on the understanding of ethics from a Christian as well as an interreligious perspective, examining the theological
and social science context of both individual and social ethics. Students will probe their own definitions of what it means to live a moral
life and the processes one uses to make moral decisions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
238
REL490
Topics
4 Semester Credits
Selected topics in religion.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
REL495
Religion Keystone
4 Semester Credits
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework.
Selected topics vary by instructor. Students will improve writing abilities through writing a major research paper.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); REL210(Research Methods in Religion)
REL498
Independent Study/Research
2 Semester Credits
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): None
REL499
Independent Study/Research
4 Semester Credits
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
SCI – Physics
SCI106
Introductory Meteorology
4 Semester Credits
A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation,
thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. Concurrent registration in
SCI106L is required. (Three one-hour lectures, one two-hour laboratory per week.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
SCI106L
Introductory Meteorology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI106(Introductory Meteorology) *concurrent registration is required*
SCI110
239
Natural Science I
4 Semester Credits
The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of
physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic
sensors. Concurrent registration in SCI110L is required. (Three one-hour lectures, one three-hour laboratory per week. Odd yearsRochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Group)
SCI110L
Natural Science I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
SCI111
Natural Science II
4 Semester Credits
The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and
biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. Concurrent registration
in SCI111L is required. (Three one-hour lectures, one three-hour laboratory per week. Even years-Rochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); SCI110(Natural Science I)
SCI111L
Natural Science II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI111(Natural Science II) *concurrent registration is required*
SCI123
The Science of Food and Cooking
4 Semester Credits
A survey of the underlying physics and chemistry relevant to food and its preparation. Topics include: molecular building blocks of food,
phases and phase transitions, emulsions, foams, gels, fermentation, taste, soil, plants, self-assembly, microbes, and nutrition.
Concurrent registration in SCI123L is required. (Three hours of lecture and one and a half hour of laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level)
SCI123L
The Science of Food and Cooking Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI123(The Science of Food and Cooking) *concurrent registration is required*
SCI280
Introduction to Research
2 Semester Credits
This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated research projects. It
is offered through a selection-process based on student interest, invitation, and interview selection. It is recommended for students in
the Honors Program and can also fulfill an AugExperience as an experiential course in research if the student project results in
presentation of the work in subsequent semesters. All are welcome to apply.
Core Curriculum Component: None
240
Prerequisite(s): CONSENT(Consent of Instructor)
SCI301
Science in the World
1 Semester Credits
A weekly seminar designed especially for students transferring to pursue a STEM degree at Augsburg College which explores modes
of discourse and sets of expectations common to upper-level science courses.
Core Curriculum Component: None
Prerequisite(s): None
SCI490
Integrated Science
2 Semester Credits
The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation, ethics, and
professional accountability. Students will reflect on science as a vocation and the philosophy of science in a global context of the
interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation. (Prereq: senior biology, chemistry, or
physics major)
Core Curriculum Component: Keystone
Prerequisite(s): None
SOC – Sociology
SOC111
City Life: Introduction to Urban Sociology
4 Semester Credits
How is community possible in the context of multicultural, social, and political forces that are characteristic of urban life? The cultural
and structural dynamics of the Twin Cities are a basis for exploring these themes.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
SOC121
Introduction to Sociology
4 Semester Credits
What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s place in it. Course
study focuses on an understanding of culture, social structure, institutions, and our interactions with each other.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
SOC199
Internship
4 Semester Credits
This course requires at least 140 hours at a college-approved internship site and completion of a learning agreement before or at the
beginning of the internship. Participation in a biweekly on-campus seminar is also required to receive course credit.
Core Curriculum Component: None
Prerequisite(s): None
SOC231
Family Systems: Cross Cultural Perspectives
4 Semester Credits
The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and subcultures in the United States. Family systems are explored with respect to cultural and historical settings, variations among families, and
modern cultural and social patterns.
241
Core Curriculum Component: None
Prerequisite(s): None
SOC240
Protest and Social Change: The Sociology of Social Movements
4 Semester Credits
Why do people engage in protests and join social movements? What impacts do social movements have on social institutions, the
state, culture, and even personal identity? This course explores these and other questions through studying social movement theory
and several social movements occurring over the last two centuries. (SOC 121 and courses on 19th or 20th century U.S. history
recommended, but not required.)
Core Curriculum Component: None
Prerequisite(s): None
SOC265
Race, Class and Gender
4 Semester Credits
Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and sexuality—
receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual
processes involved in social inequality.
Core Curriculum Component: None
Prerequisite(s): None
SOC266
Sociology of Sexualities
4 Semester Credits
What we mean by “sex” changes over time. During different historical time periods it’s been a sin, a means of forging ties between
powerful families, a source of psychological perversion, a means to pleasure, a symbol of love, as well as a personal identity. This class
explores how sexuality and its components (desire, pleasure, love, the body) are socially constructed.
Core Curriculum Component: None
Prerequisite(s): None
SOC277
Introduction to Criminology
4 Semester Credits
What do we know about crime in American society? How can we explain crime sociologically? Patterns of crime, theories to explain
crime, and analysis of the police, the courts, and the correctional system are examined.
Core Curriculum Component: None
Prerequisite(s): None
SOC290
Cultures of Violence
4 Semester Credits
Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics underlying different forms of
violence? This course takes violence in its many forms as a topic for sociological analysis.
Core Curriculum Component: None
Prerequisite(s): None
SOC295
Topics
4 Semester Credits
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings.
Core Curriculum Component: None
242
Prerequisite(s): None
SOC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC300
Topics
4 Semester Credits
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC320
Sociology of Law
4 Semester Credits
How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that legal language is
neutral, in practice, the law constructs people in different, unequal ways based on their class, age, race, gender, and sexuality. We will
explore the different ways that law is practiced and theorized. Coursework will involve observing law in practice in local courts.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC349
Organizations and Society: Understanding Nonprofits and Corporations
4 Semester Credits
What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as corporate actors, for
profit and not for profit, are analyzed with respect to their goals, culture, technology and structure. We will explore the consequences of
living in a society dominated by organizations.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); SOC121(Introduction to Human Society)
SOC362
Statistical Analysis
4 Semester Credits
This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for
understanding quantitative analysis—be it in an academic journal or a daily newspaper.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); SOC121(Introduction to Human Society)
SOC363
Research Methods
4 Semester Credits
Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the
practice and application of the basic tools of valid and reliable research design and data analysis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); SOC362(Statistical Analysis)
SOC375
Social Psychology
243
4 Semester Credits
Who are you, really? Taking the perspective of symbolic interactionism, this course begins with an exploration of how we create and
sustain our identities through interaction with those around us and how those identities change with the surrounding circumstances. The
course continues with a consideration of how social situations affect and shape individual identity and behavior.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC377
Organizational Crime and Deviance
4 Semester Credits
The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals dumped in lakes;
nuclear accidents; corporate scandals. What are the causes and consequences of organizational crime and deviance? Case study
analysis and the application of sociological models of explanation will be examined in depth.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC380
Disaster and Resilience
4 Semester Credits
Floods. Heat waves. Earthquakes. Nuclear accidents. How do communities respond to such disasters? What is the role of government
and media in such events? Can we reduce vulnerabilities? Through projects, field visits, guest speakers and seminar discussions we
draw from the sociology of disaster, urban sociology, environmental studies, and organizational theory.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society)
SOC381
City and Regional Planning
4 Semester Credits
Explores and analyzes theories and approaches to urban planning and the shaping of metropolitan areas. Readings, simulations,
outside speakers, and field study in a seminar format.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society), SOC211(Human
Community and Modern Metropol); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
SOC387
Juvenile Delinquency
4 Semester Credits
Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the social construction of
deviance and delinquency as well as the historical precedents for treating juveniles differently will be examined. Topics include:
sociological theories, patterns of delinquency, and the social and legal reactions to juvenile delinquency.
Core Curriculum Component: None
Prerequisite(s): None
SOC390
Social Problems Analysis
4 Semester Credits
How do social problems develop? What can be done about them? This course engages the sociological imagination in an attempt to
draw connections between micro-level analysis and macro-level analysis, linking our own private troubles with public issues.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC396
Internship
244
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC397
Internship *
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC485
Sociological Theory
4 Semester Credits
An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th
centuries.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC490
Senior Seminar and Keystone
4 Semester Credits
This Keystone experience provides the opportunity for majors to integrate the sociology program and general education, develop an
understanding of the applied value of sociology, and articulate a sense of vocation and professional identity. Pass/No Pass grading.
Senior sociology majors only. (Spring)
Core Curriculum Component: Keystone
Prerequisite(s): SOC485(Sociological Theory)
SOC495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of SOC121(Introduction to Human Society), SOC485(Sociological Theory); CONSENT(Consent of Instructor)
SOC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), SOC121(Introduction to Human Society)
SPA – Spanish
SPA111
Beginning Spanish I
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the
Spanish-speaking world.
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Core Curriculum Component: Modern Language 1
Prerequisite(s): None
SPA112
Beginning Spanish II
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the
Spanish-speaking world.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement)
SPA199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA206
Spanish for Health Care Professionals
4 Semester Credits
Taught in Cuernavaca, Mexico.
Core Curriculum Component: None
Prerequisite(s): SPA112(Beginning Spanish II)
SPA211
Intermediate Spanish I
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural
understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA112(Beginning Spanish II), SPALANG(Spanish Language Placement)
SPA212
Intermediate Spanish II
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural
understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA211(Intermediate Spanish I), SPALANG(Spanish Language Placement)
SPA220
Business Spanish
4 Semester Credits
Aims to enable students to develop proficiency in the vocabulary, grammar, and cultural competencies necessary to successfully
conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: 112 or equivalent or instructor’s
consent. Only taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): SPA112(Beginning Spanish II)
SPA224
Spanish for the Ministry
4 Semester Credits
246
Core Curriculum Component: None
Prerequisite(s): None
SPA225
Spanish for Heritage Speakers I
4 Semester Credits
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish
grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and confidence in your native
language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA231
Pre-Columbian, Colonial and Contemporary Mexican Art
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): None
SPA248
Spanish and Latin American Culture Through Film
4 Semester Credits
An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers
with attention to the aesthetic variations across their works.
Core Curriculum Component: None
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA299
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA311
Spanish Conversation and Composition
4 Semester Credits
Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This course is a
prerequisite for all upper division courses except for SPA 316.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
SPA312
Spanish Expression
4 Semester Credits
Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them. Intensive practice
aimed at refining grammar skills. Highly recommended as a continuation of SPA 311.
Core Curriculum Component: None
247
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
SPA316
Conversations in Cultural Context
4 Semester Credits
Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American
films to stimulate discussion.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA325
Spanish for Heritage Speakers II
4 Semester Credits
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish
grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and confidence in your native
language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA331
Spanish Civilization and Culture
4 Semester Credits
Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary, and artistic
movements. In Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA332
Latin American Civilization and Culture
4 Semester Credits
A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA334
Contemporary Mexican Literature
4 Semester Credits
This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the second half of the
20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican literature as you learn about the
historical, cultural, and literary contexts of this period. (Prereq: SPA 311 or equivalent or instructor’s consent. Taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA335
Contemporary Latin American Women: Texts and Voices
4 Semester Credits
This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American
women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American
women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. (Prereq.:
SPA 311. Taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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SPA336
Guatemalan Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other cultural groups in
Guatemala from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse cultures in contemporary
Guatemala.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA337
Mexican Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other cultural groups in
Mexico from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse cultures in contemporary
Mexico.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA352
Survey of Spanish Literature I
4 Semester Credits
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of
Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA353
Survey of Spanish Literature II
4 Semester Credits
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of
Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA354
Representative Hispanic Authors
4 Semester Credits
An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA356
Latin American Literature
4 Semester Credits
Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays,
one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA357
Central American Literature
4 Semester Credits
249
This course offers an introduction to contemporary Central American literature, focusing on poetry and narratives written in the 20th
century. Special attention is given to the reciprocal relationship between literature and Central American history and social change.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression), SPALANG(Spanish Language
Placement)
SPA397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SPA399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA411
Advanced Spanish Conversation and Composition
4 Semester Credits
Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates,
written compositions, and grammatical exercises.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
SPA495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPE – Education
SPE315
Emotnal and Behavoral Disabilites S
1.5 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE410
Implementing Assessment Strategies
250
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key
assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process
is emphasized. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE411
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities, developmental
cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from culturally and linguistically diverse
backgrounds. Students will probe the central concepts, history and models, theories, and philosophies that form the bases for special
education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE415
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to moderate
exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide range of academic
instructional practices across multiple settings when working with youth who have exceptional learning needs. Field experience is
required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and Theory
of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities); 1 of EDADMIT(Education Department
Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE425
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary environments
as well as other transitions in life. Collaboration, communication, and coordination strategies will be a central focus. This course will
emphasize the key elements of an effective delivery system for building self-determination skills in students with disabilities. Therefore,
students will compare and contrast their own transition experiences with literature specific to students with disabilities, develop
transition IEPs, and gain awareness of working with families, agencies outside of the school, and others to create a seamless system of
transition. Field experience in a transition setting is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE430
Instructional and Behavioral Practices
3 Semester Credits
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. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE434
Tchng Cont Area w/Lrng Disabilities
3 Semester Credits
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
251
comprehension, math, reasoning, and problemsolving skills. There will be a strong focus on the modifications involved in these areas
and the planning process involved.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of
SPE400(TCHNG Emotnal/Behavral Disabilitie), SPE500(TCHNG Emotnal/Behavral Disabilitie)
SPE481
Student Teaching: Elementary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE483
Student Teaching: Elementary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE485
Student Teaching: Secondary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE487
Student Teaching: Secondary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on
helping student teachers make connections between the student teaching experience and what they have learned through their
education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching
Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission);
CONSENT(Consent of Instructor)
SPE490
Parent and Professional Planning
3 Semester Credits
This course examines the role of families of students with special needs, specifically those families of students with special needs. A
family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized.
Core Curriculum Component: Keystone
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of
ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), GRADEDADMIT(Graduate Education
Department Admission), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
SPE501
Historical and Contemporary Issues in American Indian Education
4 Semester Credits
This course examines foundational aspects of teaching and learning as they relate to education. It will investigate educational history,
philosophy as well as models of teaching and learning. A major focus will be to examine past and present educational experiences of
American Indian people in the U.S. Minnesota Board of Teaching (BOT) Standards and American Indian Learner Outcomes (AILOS)
will also be introduced.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE502
American Indians and Special Education
4 Semester Credits
This course will explore disability awareness in traditional and contemporary native culture, exploring historical and contemporary
issues effecting students with disabilities and focusing specifically on American Indian students in special education. It will provide an
overview of special education in U.S. culture including relevant laws, theories, and sociological concepts as they relate to disability. It
will also examine the high incidence of American Indians in special education including fetal alcohol syndrome (FAS), autism, and
biological and environmental conditions. A field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE503
Assessment of American Indian Learners
4 Semester Credits
This course will examine the cultural bias and discrimination issues with mainstream educational systems, providing alternative
assessments appropriate with native populations. It will also identify differences in assessment tools and strategies, native student
learning and best practices in assessment. Characteristics of learning deficits and how they interfere with the Circle of Courage will be
examined, and approaches for compensation will be developed. A field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE504
Working with American Indian Families and Communities
4 Semester Credits
This course will examine techniques appropriate for working with American Indian families, extended families, professionals,
paraprofessionals, and the community when planning and implementing IEPs and transitions for American Indian students with special
needs. Skills and strategies to build partnerships to work within and among Native families and communities to best meet the needs of
the student will also be addressed. A field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE505
Manifestation of Multigenerational Trauma and Internalized Oppression
4 Semester Credits
This course will focus on how multigenerational trauma and internalized oppression manifests itself in families, communities, schools,
and student learning. It will examine and explore strategies that provide practical skills and tools to mitigate these effects. Disability
categories such as Emotional Behavioral Disabilities (EBD), Attention Deficit Disorder (ADHD), Autism Spectrum Disorders (ASD), and
Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues impacting American Indian children. Behavioral support
options appropriate for students identified with EBD will be provided. A field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
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SPE506
Indigenous Learners
4 Semester Credits
This course will identify best practices in American Indian education incorporating culturally appropriate methods and materials for
students in special education. It will also explore cultural differences in learning and behavioral practices, community and environment
variables, examining the high incidence of American Indian students in special education, cultural misunderstandings that impede
placement, services and diagnosis. A field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE507
Indigenous Methods of Instruction: Practical Application
4 Semester Credits
Current best practices in American Indian education will provide students with hands on skills and strategies for curriculum
development including unit planning, lesson planning, and individualization. Various models of instruction for teaching students
including the development of intervention plans that are culturally, academically, and socially appropriate based on assessment and
observation to meet the needs of American Indian special education students. A field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE508
Professional Issues and Development
2 Semester Credits
This course will focus on professional development and integrity in teaching. It will examine current issues and ethical dilemmas in the
fields of special education/American Indian education. Documentation, reflection, synthesis of learning and the development of a
professional portfolio will be the main focus.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE509
Literacy Instruction for American Indian Learners with Exceptionalities
4 Semester Credits
This course is designed to provide the special education teacher with an understanding of the complex developmental process of
reading skills for K-12 American Indian students with special learning needs. We will consider ways in which reading disabilities develop
among American Indian students. In this course, we will study complex developmental behavior influenced by factors such as phonemic
awareness, words analysis, vocabulary, fluency, comprehension, language, and motivation. This course will also include investigation
of best practices in reading assessment and instruction for American Indian students with special learning needs.
Core Curriculum Component: None
Prerequisite(s): None
SPE510
Implementing Assessment Strategies
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendatio stage. Students gain understanding of key
assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process
is emphasized. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE511
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities, developmental
cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from culturally and linguistically diverse
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backgrounds. Students will probe the central concepts, history and models, theories, and philosophies that form the bases for special
education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE515
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to moderate
exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide range of academic
instructional practices across multiple settings when working with youth who have exceptional learning needs. Field experience is
required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of
EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and Theory of Mild to Moderate
Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities)
SPE525
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary environments
as well as other transitions in life. Collaboration, communication, and coordination strategies will be a central focus. This course will
emphasize the key elements of an effective delivery system for building self-determination skills in students with disabilities. Therefore,
students will compare and contrast their own transition experiences with literature specific to students with disabilities, develop
transition IEPs, and gain awareness of working with families, agencies outside of the school, and others to create a seamless system of
transition. Field experience in a transition setting is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE530
Instructional and Behavioral Practices
3 Semester Credits
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. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE540
Parent and Professional Planning
3 Semester Credits
This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family
systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE599
Topics
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3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPP – Study Abroad
SPP200
Study Abroad
16 Semester Credits
Core Curriculum Component: None
Prerequisite(s): SPP(Study Abroad/Away Approval)
SPP201
Study Abroad Summer School
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPP202
Study Abroad/Part Time
8 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK – Social Work
SWK100
Introduction to Professional Social Work
4 Semester Credits
This course provides an opportunity for students to explore a possible social work major or future career in human services. Students
will receive an overview of social welfare as an institution and social work as a profession. The course examines service needs
associated with the unequal impact of social, economic and political structures on diverse groups in society. Students volunteer 40
hours in a human service agency, program or institution.
Core Curriculum Component: None
Prerequisite(s): None
SWK210
Environmental Justice and Social Change
4 Semester Credits
This course examines the relationship between environmental justice issues and principles and methods of social change. It explores
the relationshipbetween environmental damage and damage to human populations, the differential effect of environmental damage on
specific populations, and the ways social change agents can mobilize action to correct these injustices.
Core Curriculum Component: None
Prerequisite(s): None
SWK230
Global Peace and Social Development
4 Semester Credits
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.
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Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): None
SWK240
Intergroup Dialogue
4 Semester Credits
In SWK 240, students will participate in intergroup dialogue; an experiential process that enhances complex thinking skills as well as
cross-cultural competence and empathy. The class will explore the intersection between the student’s individual experiences and
narratives from historical, psychological and sociological sources.
Core Curriculum Component: None
Prerequisite(s): None
SWK280
Diversity and Inequality in Professional Practice
4 Semester Credits
This course explores diversity and social inequality as they relate to professional practice in social work and other helping professions.
Building cultural competence in work with diverse populations, students learn through dialogue, reading, experiential exercises, and
community observation.
Core Curriculum Component: None
Prerequisite(s): None
SWK294
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK301
History and Analysis of Social Policy
4 Semester Credits
The history of social workers, social movements, and changing social norms in Europe, North America, and globally profoundly affects
social welfare policy today and tomorrow. In this course, students learn how historical events, policies, and programs influenced today’s
social responses to human needs.
Core Curriculum Component: None
Prerequisite(s): None
SWK303
Human Development and the Social Environment
4 Semester Credits
Students focus on the theories and knowledge of human bio-psycho-social spiritual development throughout the life span. Students will
study how people develop, with attention to the interaction among individuals, families, and the changing social environment. The
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course takes a life span perspective of human development, from birth to death in the context of the person in the environment.
Traditional approaches to life “stages” are also explored, along with less traditional issues, such as human behavior and development
as a result of different cultures, sexual orientation, poverty, differing physical or mental abilities, and the relationship between diverse
statuses and the social environment.
Core Curriculum Component: None
Prerequisite(s): None
SWK306
Social Work Practice 1: With Individuals
4 Semester Credits
Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set goals, and
work with individual clients. Course readings, class participation, simulations, and role-plays provide learning opportunities for students
to build skills necessary for generalist social work practice with individuals, families, and groups. Emphasis is on holistic practice
applying the strength-based problem solving approach and working with diverse populations.
Core Curriculum Component: None
Prerequisite(s): None
SWK307
Field Work 1: Integrative Seminar
4 Semester Credits
Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals in regional human
service agencies supervise students in a full-year field placement. Students also synthesize their 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.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK306(Social Work Practice 1: With Individuals) *concurrent registration is required*
SWK316
Social Work Practice 2: With Families and Groups
4 Semester Credits
Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview families and
facilitate groups. Emphasis on holistic practice applying the strength-based problem solving approach and working with diverse groups
and families.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); SWK306(Social Work Practice 1: With Individuals), SWK307(Field Work
1: Integrative Seminar)
SWK317
Field Work 2: Integrative Seminar
4 Semester Credits
This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work practicum. Students
synthesize their course-based learning with their supervised training through participation in weekly integrative seminars. Students
complete a minimum of 120 hours of supervised practice in the spring term.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK316(Social Work Practice 2: With Families and Groups) *concurrent registration is required*
SWK396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK399
Internship
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4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SWK401
Social Work Research and Evaluation
4 Semester Credits
This course will provide students with an introduction to positivist and constructivist theories and related methods commonly used in
both social science research and social work evaluation. Students will learn to integrate social work values and ethical principles with
social science research and evaluation. Methods of program and practice evaluation will be examined. Various approaches to
organizing information and interpreting data will also be examined.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of MAT163(Introductory Statistics),
SOC362(Statistical Analysis)
SWK406
Social Work Practice 3: With Communities and Policies
4 Semester Credits
Students learn how community organizations, human service agencies, and social policies emerge in Western society. Students study
how to organize communities for empowerment, how to assist human service agencies to adapt, and how to influence local, regional,
and national policies.
Core Curriculum Component: None
Prerequisite(s): None
SWK407
Field Work 3: Integrative Seminar
4 Semester Credits
Social work professionals in regional human service agencies supervise students in a senior year field placement. Students synthesize
their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a
minimum of 120 hours of supervised practice in the fall term.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SWK417
Field Work 4: Integrative Seminar
4 Semester Credits
This course is the social work major keystone course and a continuation of SWK 407. Social work students synthesize their advanced
course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120
hours of supervised practice in the spring term.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): None
SWK499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK500
Human Behavior and the Social Environment
4 Semester Credits
This course presents knowledge basic to an understanding of human growth and behavior through the lifecycle. It examines the
interplay of biological, social, cultural, psychological, and spiritual contexts that influence the growth of individuals and families in
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contemporary global society. It requires students to select and apply theory and knowledge from the liberal arts to help understand
human behavior and development.
Core Curriculum Component: None
Prerequisite(s): None
SWK501
History of Social Welfare Policy
3 Semester Credits
This course analyzes the history of social welfare policy in the United States and its impact on current social policy. This exploration is a
critical analysis of history that connects social welfare to political, economic and other arenas. The course analyzes major assumptions,
ideas, and events contributing to the rise of the welfare state, the profession of social work, and its values and ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK504
Applied Research Methods
2 Semester Credits
The purpose of this course is to prepare students to engage in research-informed practice and practice-informed research. Students
use knowledge from their practice courses to integrate with the scientific method. Basic Components of the scientific method will be
discussed such as research designs, measurements, sampling methods, data analysis, and research ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK505
Practice Methods and Skills 1: Individuals
4 Semester Credits
The methods sequence is built on a theoretical conceptualization that integrates systems and ecological theory, the strengths
perspective and the problem-solving model. SWK 505 teaches the foundational knowledge, skills, and principles of the helping process
with individual clients. Throughout the course, work with a diversity of professional and natural helping networks and client groups are
stressed.
Core Curriculum Component: None
Prerequisite(s): None
SWK506
Practice Methods and Skills 2: Groups and Families
4 Semester Credits
This course provides the foundation for social work practice with groups and families. It emphasizes the knowledge, values, and skills
necessary for professional practice with groups and families as well as task groups and therapeutic groups. Finally, the course is built
on theoretical conceptualizations that integrate systems and ecological theory, the strengths perspective, and the problem solving
model.
Core Curriculum Component: None
Prerequisite(s): None
SWK509
Human Behavior: Mental Health Assessment and Diagnosis
4 Semester Credits
Using a developmental and strengths perspective, emphasis is placed on biopsychosocial, spiritual, cultural and environmental
influences on incidence, course and treatment of the most commonly presented mental health diagnoses and the differential effect of
these factors on diverse populations. Current research and theory in developmental psychology, neurobiology and sociology provide
the foundation for understanding the development of mental health.
Core Curriculum Component: None
Prerequisite(s): None
SWK510
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Advanced Practice Methods
4 Semester Credits
This course is for advanced standing students only and is designed to provide a transition from their BSW program to advanced
placement in the MSW program. It provides knowledge and skill building in the latest approaches to social work practice, contemporary
theories, and current research on effectiveness. The program’s approach to graduate level social work practice with individuals, groups,
families, organizations, and communities will be covered, with opportunities to build on students’ BSW background and post-graduate
experience.
Core Curriculum Component: None
Prerequisite(s): None
SWK516
Practice Methods and Skills 3: Communities and Policies
3 Semester Credits
This course introduces theoretical knowledge of macro practice social work with organizations, communities, social movements,
programs and policies. Students will gain fundamental macro practice social work skills with organizations, communities, and policies.
Using a social justice framework, social identity within macro systems will be examined. Social work ethics and community-based
research, including their relevance and application to macro systems will be applied.
Core Curriculum Component: None
Prerequisite(s): None
SWK530
Integrated Field Seminar 1
3 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field practicum
through rigorous application of the problem-solving process, systems theory, ecological, and strengths perspectives. The seminars
make connections among course components and the expansion of classroom content-particularly that relating to dynamics of family,
group and community; human behavior; populations-at-risk; policy analysis and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK535
Integrated Field Seminar 2
3 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field practicum
through rigorous application of the problem-solving process, systems theory, ecological, and strengths perspectives. The seminars
make connections among course components and the expansion of classroom content-particularly that relate to dynamics of family,
group and community; human behavior; populations-at-risk; policy analysis and research.
Core Curriculum Component: None
Prerequisite(s): SWK530(Integrated Field Seminar 1)
SWK610
Integrative Field Seminar 3: MCCP
3 Semester Credits
The seminars are designed to address issues and experiences from the student's field practicum through rigorous application of
different theoretical concepts and social work principles using a culturally sensitive approach grounded in a clear ethical foundation.
The goal is to strengthen the students sophistication in understanding the interconnections between culturally appropriate theory and
practice skills related to a specific client system, and the students inherent and inescapable contribution based on the students use of
self. Secondly, the field seminar is the course where the students reflect on the evolution of their practice and document their progress.
All students in field placements must participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK611
Integrative Field Seminar 4: MCCP
3 Semester Credits
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The seminars are designed to address issues and experiences from the student's field practicum through rigorous application of
different theoretical concepts and social work principles using a culturally sensitive approach grounded in a clear ethical foundation.
The goal is to strengthen the students sophistication in understanding the interconnections between culturally appropriate theory and
practice skills related to a specific client system, and the students inherent and inescapable contribution based on the students use of
self. Secondly, the field seminar is the course where the students reflect on the evolution of their practice and document their progress.
All students in field placements must participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK615
Diversity and Inequality 1: MCCP
2 Semester Credits
These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence studies the
history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It examines the impact of
inequality on people of all backgrounds. In the second semester, students will participate in dialogue group: a stage-based, cofacilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country
of origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: social inequality is an
overarching phenomenon related to diversity, with individual manifestations within different social identity categories; social injustice
occurs and is present at individual, institutional, and societal/structural levels; and, professional social work ethics and values demand
cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels.
Core Curriculum Component: None
Prerequisite(s): None
SWK616
Diversity and Inequality 2: MCCP
2 Semester Credits
These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence studies the
history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It examines the impact of
inequality on people of all backgrounds. In the second semester, students will participate in dialogue group: a stage-based, cofacilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country
of origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: social inequality is an
overarching phenomenon related to diversity, with individual manifestations within different social identity categories; social injustice
occurs and is present at individual, institutional, and societal/structural levels; and, professional social work ethics and values demand
cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels.
Core Curriculum Component: None
Prerequisite(s): None
SWK628
Multicultural Clinical Practice (MCCP) with Individuals
3 Semester Credits
MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work clinicians who are
competent to assess, intervene and monitor clinical interventions that are culturally sensitive and consistent with social work values and
ethics. Although focused on individual intervention, clients are viewed within the context of their families and social context. The
therapeutic process and treatment strategies are examined, incorporating content from psychodynamic, cognitive-behavioral, and postmodern models. These content areas are compared from a multicultural perspective in terms of their theoretical assumptions,
intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problemsolving model and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the development
of self-reflective practitioners.
Core Curriculum Component: None
Prerequisite(s): None
SWK629
MCCP with Families
3 Semester Credits
MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention in clinical social
work practice. This course examines theory, knowledge and skills for clinical practice with families within a multicultural context.
Students apply major family therapy models to assessing and intervening with families experiencing problems. The models are
compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence
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regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by ecosystems,
strengths and empowerment perspectives. The course emphasizes family work that is appropriate to individual and family
developmental stages and to diverse family types. Attention is given to family-centered practice in different social work fields of practice
and settings and to the development of self-awareness of the practitioner.
Core Curriculum Component: None
Prerequisite(s): None
SWK630
MCCP Policy Practice
3 Semester Credits
In this course, MCCP students learn how organizational and social policies affect the delivery of clinical social work services in
multicultural contexts. Students build upon the core policy practice competencies gained in their MSW foundation courses. Clinical
social work practice is distinguished from other professional clinical practice by this use of the person-in-environment perspective. The
multi-cultural lens sharpens focus on both the strengths that come with diversity and the discrimination and oppression, such as racism,
that policies can uphold or undo.
Core Curriculum Component: None
Prerequisite(s): None
SWK631
Multicultural Clinical Practice (MCCP) with Groups
3 Semester Credits
This course prepares students for advanced multicultural groupwork within a clinical practice. This course builds on the foundational
curriculum with particular attention to clinical practice skills. Students will focus on the process of individual empowerment and change
in the context of clinical group processes. Applied theories of human development, change, and resilience are integrated with theories
of group processes, group leadership, and group communication as a critical knowledge base for planning, intervention, and leadership.
Students will develop an understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork
environment. In this course, the reflexive use of self and the cautious use of evidence based practice serve as the foundation for
culturally responsive groupwork. Students will consider how their social identity and position influences similar and mixed social identity
groups and their processes.
Core Curriculum Component: None
Prerequisite(s): None
SWK634
MCCP Supervision
2 Semester Credits
Building upon the research to date on social work supervision, this course presents the functions of supervision (administrative,
educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision: assuring that client services prevent
difficulties in client functioning and restore or enhance the biopsycohosocial and spiritual functioning of individuals, families and groups
served by supervisees. Students hone skills necessary for each of the stages of the supervisory process (planning, beginning, work,
and ending), and they build a repertoire of supervisory questions that have been associated in research with fostering success in
meeting clients’ goals. Students learn to differentiate supervision with its dimensions of hierarchical power, responsibility, liability, and
authority from peer consultation. They gain competencies in both individual and group supervision, as well as competencies related to
consultation with a multicultural lens to advance the application of theories and models of clinical social work practice.
Core Curriculum Component: None
Prerequisite(s): None
SWK639
MCCP Elective
2 Semester Credits
Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of social work practice.
Examples include Ethics, Substance Abuse and Social Work, and Trauma Therapy and Treatment.
Core Curriculum Component: None
Prerequisite(s): None
SWK640
Multicultural Clinical Practice Capstone
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3 Semester Credits
This capstone course focuses on evaluation of treatment outcomes and practice efficacy. Students apply research skills, using clinically
derived data in formative and summative evaluation of their practice process and outcomes. Students create a practice evaluation
portfolio using previous coursework and data sets collected from their field practica. Data sets may include process recordings,
structured observations, and data from individualized rating scales and questionnaires.
Core Curriculum Component: None
Prerequisite(s): None
SWK651
Integrative Field Seminar 3: MCMP
3 Semester Credits
The goal of these two courses is to strengthen the connections between theory and practice. All students in field placements must
participate in the appropriate concurrent field seminar. As part of this integrative function, the seminar also serves as a means for
making connections among course components and the expansion of classroom content—particularly as relating to dynamics of
groups, communities, and organizations; human behavior; policy analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK652
Integrative Field Seminar 4: MCMP
3 Semester Credits
The goal of these two courses is to strengthen the connections between theory and practice. All students in field placements must
participate in the appropriate concurrent field seminar. As part of this integrative function, the seminar also serves as a means for
making connections among course components and the expansion of classroom content—particularly as relating to dynamics of
groups, communities, and organizations; human behavior; policy analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK657
Diversity and Inequality 1: MCMP
2 Semester Credits
These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation, age, and
disability with application to the social service setting. Students focus on the structural and institutional processes through which social
inequality is created and perpetuated. Institutional remedies for inequality are studied, such as affirmative action and equal opportunity
policy, culturally competent supervision, administration, program development, and advocacy.
Core Curriculum Component: None
Prerequisite(s): None
SWK658
Diversity and Inequality 2: MCMP
2 Semester Credits
These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation, age, and
disability with application to the social service setting. Students focus on the structural and institutional processes through which social
inequality is created and perpetuated. Institutional remedies for inequality are studied, such as affirmative action and equal opportunity
policy, culturally competent supervision, administration, program development, and advocacy.
Core Curriculum Component: None
Prerequisite(s): None
SWK660
Multicultural Macro Practice (MCMP) Research Methods
3 Semester Credits
Building on the basic research skills developed in Research Methods, this course offers a program-oriented exploration of the range of
research methods used in social work. There will be a particular focus on evaluative research, a critique of the role of research in
assessing efficiency and effectiveness in social service delivery, and identification with the responsibility of social workers “to expand
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the knowledge base” of social work. The course emphasizes research as a tool at all levels of social work and will be concerned with
strengthening the linkages between research, theory, and program evaluation.
Core Curriculum Component: None
Prerequisite(s): None
SWK667
Organizations/Social Administrative Practice 1
3 Semester Credits
This course examines organizational theory and structure; processes of development, research, and evaluation; and social work values
and ethics in the workplace. The need to work effectively within an organizational context means that social work practitioners must
acquire a level of expertise in organization theory, dynamics, structure, and behavior, as well as an understanding of how organizations
provide practice opportunities and constraints. This course provides opportunities for students to build the necessary skills to become
effective service providers or change agents in the context of their work in social service organizations.
Core Curriculum Component: None
Prerequisite(s): None
SWK668
Organizations/Social Administrative Practice 2
3 Semester Credits
This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities to apply those
critical skills used in supervision and management. These skills are intended as a base for the beginning administrator. This course
expects the student to develop specific skills in budgeting and personnel/human resource functions (e.g., recruitment, selection, hiring,
training, and evaluation).
Core Curriculum Component: None
Prerequisite(s): SWK667(Organizations/Social Administrative Practice 1)
SWK669
Organizations/Social Administrative Practice 3
3 Semester Credits
This course explores strategies and methods for working effectively with other service agencies, legislative and policy-making bodies,
regulatory agencies, and advocacy groups.
Core Curriculum Component: None
Prerequisite(s): SWK668(Organizations/Social Administrative Practice 2)
SWK670
Multicultural Macro Practice (MCMP) Policy
3 Semester Credits
This course examines theories, concepts, and analytical frameworks for analyzing policy. It addresses the role of economics,
demographics, politics, values, and other relevant factors on policy design and implementation. The course emphasizes the analysis of
selected existing or proposed policies in such areas as social insurance (e.g., Social Security), welfare reform, health care, long-term
care, and tax policy including tax expenditures.
Core Curriculum Component: None
Prerequisite(s): None
SWK671
Multicultural Macro Practice Planning
3 Semester Credits
This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy, and their
relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and evaluation of services at
various levels of system design, taking into account organizational, financial, and technological dimensions within an analytical
framework of defined need and demand for service.
Core Curriculum Component: None
Prerequisite(s): None
SWK698
265
Independent Study
4 Semester Credits
Students may propose to complete an independent study project. Such directed study projects provide the opportunity for a student to
explore a particular area of social work. A faculty sponsor must be secured and a proposal submitted to the Social Work Department.
On rare occasions, an independent study may be used to satisfy the general elective requirement. Prior approval is required. Courses
that are part of the required curriculum may not be taken as independent study.
Core Curriculum Component: None
Prerequisite(s): None
SWK699
General Elective
2 Semester Credits
Students in both concentrations complete at least one general elective course for graduation. The following are examples of offerings
that are rotated each year: Parent and Professional Planning, Interdisciplinary Perspectives on Aging, Cognitive Behavioral Therapy in
Social Work Clinical Practice, Spirituality and Social Work Practice, Empowerment of Services Users in Mental Health. We also offer
short-term electives abraod: Exploring Human Services in International Settings (examples include Mexico, Slovenia, Namibia, South
Africa, India, China, and Hong Kong)
Core Curriculum Component: None
Prerequisite(s): None
SWK998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK999
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THP – Theater
THP111
Theater Practicum: Acting/Performance
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP112
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP113
Theater Practicum: Sets
0 Semester Credits
Production set construction.
Core Curriculum Component: None
266
Prerequisite(s): CONSENT(Consent of Instructor)
THP114
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and production manager
for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP115
Theater Practicum: Stage Management-small project
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP116
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP117
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant
choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP121
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a
senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP122
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP123
Theater Practicum: Costumes
0 Semester Credits
Production costume construction.
Core Curriculum Component: None
267
Prerequisite(s): CONSENT(Consent of Instructor)
THP124
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and production manager
for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP125
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP126
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP127
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant
choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP131
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a
senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP132
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP133
Theater Practicum: Lights
0 Semester Credits
Production lighting crew or light console operator.
268
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP134
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and production manager
for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP135
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP136
Theater Practicum: Stage Management-large Project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP137
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant
choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP141
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a
senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP151
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a
senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THR – Theater
THR002
269
Introduction to Dance
0 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
THR005
Modern Dance and Improvisation
0 Semester Credits
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.)
Core Curriculum Component: None
Prerequisite(s): None
THR116
Acting and Improvisation for Non-Majors
4 Semester Credits
A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active participation,
creation of an original performance, and reflective writing. This course is primarily designed for nonmajors and does not fulfill credit
toward the theatre arts major. Attendance at theatre productions required.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR222
Introduction to Theater
4 Semester Credits
Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of theatre in society.
Focus on historical periods, plays, artists, basic concepts, and techniques of the play production process. Students attend and review
stage productions. This course is primarily designed for non-majors and does not fulfill credit toward the theatre major.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR226
Movement for Theater
4 Semester Credits
A study of the principles of movement used in the art of acting. Students will improve their use of energy, concentration, balance,
control, clarity, timing and spontaneity through practical exercises. This course uses established theory and techniques in neutral mask,
Asian martial arts, and physical and vocal characterization exercises. Students will examine various performance paradigms and see
professional productions.
Core Curriculum Component: None
Prerequisite(s): None
THR228
Introduction to Stagecraft
4 Semester Credits
270
An introduction to the backstage world of the theater: its organization, crafts, and creative processes. Students will execute practical
projects, attend theater tours, see professional productions, and participate in the Theater Department productions. Open to all
students. Thirty-hour lab requirement.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR229
Theatrical Design
4 Semester Credits
Introduction to the design process for the stage. Each student will execute four design projects for scenery, costumes, lighting, and
sound, using a research-based design process. The class will take theater tours and host visiting artists.
Core Curriculum Component: None
Prerequisite(s): THR228(Introduction to Stagecraft)
THR230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of
foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will
develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of
theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR232
Acting
4 Semester Credits
An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the creative approach to
scene and character study in American drama, culminating in public performance. Students attend and review local professional
productions.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR233
Acting For Camera
4 Semester Credits
An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught studio course
also includes technology elements which support acting on camera. (Fall, even years)
Core Curriculum Component: None
Prerequisite(s): None
THR235
Skills of Music Theater
4 Semester Credits
An interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of music theater.
Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class discussion, exercises, small
and large group participation, memorization, and public performance. Students will attend and review live productions. (Spring, even
years)
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR237
Dance for Musical Theater
4 Semester Credits
271
Introduction to movement technique in two dance styles. Students will learn fundamental skills in and aesthetics of dance technique, as
well as the socio-historical content and meaning of various dance forms, with a particular focus on the representation of individual and
cultural identity through movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR245
Introduction to Asian and Asian American Theater
4 Semester Credits
A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asian and Asian American cultures. The
course includes lectures, films, videos, and demonstrations by visiting performers. Attendance at local theater productions required.
Students will be required to pay for theater production tickets.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR250
Script Analysis: Foundations of Theater
4 Semester Credits
This foundations class focuses on major principles and fundamentals of theater literary analysis and research and uses discussion,
writing, performance, and projects as ways to interpret a dramatic script for academic and artistic purposes. Close readings of plays
from various genres and in-depth research projects will enable students to learn and apply skills they will use in more advanced
courses.
Core Curriculum Component: None
Prerequisite(s): None
THR255
Introduction to Musical Theater
4 Semester Credits
The course examines American musical theater in societal, cultural, and historical context with special attention to the representation of
race, class, gender, and sexuality onstage. Through active discussion and written assignments, students will engage with specific
musicals through the examination of cultural artifacts, live and recorded performances, and popular and scholarly texts.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR265
Computer Drafting for Stage and Architecture
4 Semester Credits
An introduction to drafting on the computer. Students will learn how to use basic commands to input information, organize, lay out, and
print 2-D drafting plates, with an emphasis on drafting for the theater.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
THR270
Introduction to Black Theater
4 Semester Credits
An examination of the principles, major movements, and fundamentals of theater by and about African Americans. It examines the
historical, political, and cultural context of Black Theater and focuses on plays written by African American playwrights.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR273
Latina/o Theater and Performance
4 Semester Credits
272
In this writing- and reading-intensive course we will examine Latina/o cultural practices and artistic expressions in order to understand
how Latina/os challenge mainstream representations through theatre and performance, and how they articulate identity in their own
terms. We will pay special attention to the work of Latina women, Black Latina/os and queer-identified Latina/os, and interrogate how
performance allows them to defy patriarchal, whitening, and heterosexist constructions of Latinidad.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR275
Lighting and Sound for the Stage
4 Semester Credits
A practical study of the lighting and sound design processes for theater and beyond. This course leads the student step-by-step from
script analysis through final execution of both a lighting and sound design. Basic principles of light and sound, as well as equipment, will
be addressed.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
THR280
Costumes and Makeup for Performance
4 Semester Credits
A practical study of the costume design and makeup application processes for theater and beyond. Topics covered include period
research, sketching, rendering, fabric selection, fabric draping, and basic sewing techniques, as well as introductory techniques in stage
makeup application and design.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
THR285
Scenery Design
4 Semester Credits
Scenery Design is an introductory study of the theater scene design process and the practical application of expressing your design
idea. Through presentations, demonstrations, and class projects, we will explore the scene design process from text, to research, to the
expression of a design through modeling. This class combines lecture, demonstrations, and experiential project work. This is a projectbased class.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
THR295
Topics
4 Semester Credits
An introduction to selected theater arts-related topics not regularly offered in lower division classes. The specific topics to be offered will
include travel abroad courses. In addition, this THR 295 designation will fulfill an LAF requirement for Fine Arts.
Core Curriculum Component: None
Prerequisite(s): None
THR299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR325
Playwriting I
4 Semester Credits
273
An introductory course in writing for theater and performance. Students will learn the basics of dramatic structure, character
development, and theatrical language, as well as techniques for the development of playscripts from idea to complete draft. (THR 250
or ENL 226 recommended. Spring, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
THR326
Playwriting II
4 Semester Credits
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will revise, redraft, and
polish an original one-act play, as well as create one new, short piece of theatrical writing. Prerequisite: THR 325 or ENL 325.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I); 1 of ENL111(Effective Writing), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters)
THR350
Voice for Speech, Stage and Screen
4 Semester Credits
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to
phonetics, and the vocal mechanism. This course will use established exercises and theories in several methodologies of vocal training.
Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): None
THR355
Performing Shakespeare
4 Semester Credits
Students will learn the distinctive linguistic and physical requirements of performing a Shakespearean role. Through the performance of
monologues and scenes, informed by research and analysis, students will apply the dynamic use of body and voice through imagery,
themes, and character traits as well as social, sexual, and political issues in Shakespeare’s plays.
Core Curriculum Component: None
Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater)
THR361
Theater Histories: Origins to 1800
4 Semester Credits
A seminar-style course focused on diverse histories of theater and performance from their origins to 1800. Students will encounter
various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth discussion, embodied
practice, production attendance, textual analysis, research, and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater)
THR362
Theater Histories: 1800 to the Present
4 Semester Credits
A seminar-style course focused on diverse histories of theater and performance from 1800 to the present. Students will encounter
various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth discussion, embodied
practice, production attendance, textual analysis, research, and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater)
THR365
274
Advanced Acting
4 Semester Credits
This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play.
Through class exercises, scene study, and character analysis, students will gain insight into the performance demands of a specific
style. Emphasis is on a variety of roles from the classics (Shakespeare, French Neoclassicism, Restoration Comedy, realism, and
nonrealism), culminating in a public recital. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater), THR362(Theater Histories: 1800 to the Present)
THR366
Stage Direction
4 Semester Credits
A study of the basic principles and skills of stage direction: directing concepts and methodologies, stage techniques, terminologies,
script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the overall staging of a play.
Theories of directing are also examined. (Prereq.: junior or senior standing)
Core Curriculum Component: None
Prerequisite(s): THR362(Theater Histories: 1800 to the Present)
THR367
New Methodologies of Stage Direction & Dramaturgy
4 Semester Credits
This course will examine principles and practices of the modern and contemporary stage director as auteur. We will study radical
reinterpretations of classic plays by such directors as Meyerhold, Mnouchkine, and Sellars, and explore and apply some of their
methodologies in workshops and projects. Students will gain insights into postmodernism and deconstruction in regard to stage
direction and contemporary theater.
Core Curriculum Component: None
Prerequisite(s): THR366(Stage Direction)
THR397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR490
Theater Keystone: Exploring Vocation and Artistic Practice
2 Semester Credits
From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into the skill sets
and mindsets important for arts professionals in theater and related fields. While exploring vocation concepts, this course balances
entrepreneurial awareness, attitudes, and skills with personal reflection. Prerequisites: THR 250 and Junior or Senior class standing
Core Curriculum Component: Keystone
Prerequisite(s): THR250(Script Analysis: Foundations of Theater)
THR499
Independent Study
4 Semester Credits
Core Curriculum Component: None
275
Prerequisite(s): None
URB – Urban Studies
URB111
City Life: Introduction to Urban Sociology
4 Semester Credits
How is community possible in the context of multicultural, social, and political forces that are characteristic of urban life? The cultural
and structural dynamics of the Twin Cities are a basis for exploring these themes.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
URB199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB295
Topics in Metro-Urban Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB395
Topics in Metro-Urban Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion of an applied
group project or independently-designed thesis.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of POL483(Political Statistics and Methodology), SOC362(Statistical Analysis); 1 of POL484(Political Analysis),
SOC363(Research Methods); SOC381(City and Regional Planning)
276
WEL – Health, Physical Education and Exercise Science
WEL100
Foundations of Wellness
1 Semester Credits
This course is required for all Augsburg students not majoring in Health, Physical Education, or Exercise Science. It is designed to
improve the student's knowledge and understanding of select components of wellness such as nutrition, stress reduction, goal setting,
and physical fitness and how they contribute to personal lifelong health and well-being. This course incorporates physical activity and is
designed to provide the knowledge and skills needed to assess, monitor, and discipline oneself to maintain a lifestyle of wellness.
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): None
WEL102
Recreational Wellness
0 Semester Credits
This course is required of all Augsburg students. Recreational activity courses are designed to allow exploration of and improve
proficiency in a selected physical activity. Students will be able to demonstrate basic skills and understand strategy and rules of the
activity.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL103
Recreational Wellness: Badminton
1 Semester Credits
This course is designed to improve proficiency in the skills, strategy, and rules associated with both singles and doubles play. Students
will become aware of the physical benefits associated with playing badminton as well as learn the social benefits gained from active
participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL104
Recreational Wellness: Bicycling
1 Semester Credits
This course is designed to teach students the physical and social benefits associated with active participation in bicycling. The students
will become familiar with the extensive bike/walk trail system that is accessible from the Augsburg College Minneapolis campus.
Students should be able to perform continuous riding for a minimum of 1.5 hours at a moderate/intermediate pace. Basic bike
maintenance skills and information are also addressed in this class.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL105
Recreational Wellness: Power Yoga
1 Semester Credits
This course will incorporate cardiovascular fitness, muscular endurance, and flexibility into various yoga and circuit training regimes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL106
Recreational Wellness: Bowling
1 Semester Credits
The purpose of this course is to build a solid foundation in the mechanics and skill of the lifetime sport of bowling. This course will
include technique, selection of equipment, playing of lanes, and proper etiquette of the game. It will also include team and individual
competition. Students bowl two games each class session.
277
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL107
Recreational Wellness: Fitness Walking
1 Semester Credits
This course incorporates cardiovascular fitness into various walking regiments. Students will understand and demonstrate basic skills
and fitness strategies, while engaging in routine walking routes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL108
Recreational Wellness: Golf
1 Semester Credits
This course is designed to learn or improve upon the basic foundation of the golf swing. The lifetime physical and mental benefits of
playing golf are highlighted.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL109
Recreational Wellness: Kettle Bells
1 Semester Credits
This is an introductory course designed to teach basic Kettlebell movements and design workouts using a Kettleball. This course will
incorporate specific Kettlebell lifts and strength movements into a cardiovascular and various strength workouts. The student will
understand specific kettlebell lifts and be able to demonstrate these movements.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL110
Recreational Wellness: Pilates
1 Semester Credits
This course will incorporate muscular endurance and flexibility into various Pilates regiments.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL111
Recreational Wellness: Racquet Sports
1 Semester Credits
This course is designed to improve proficiency in racquet sports. Students will learn rules, basic skills, and singles and doubles
strategies in badminton, pickleball, and racquetball.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL112
Recreational Wellness: Basketball
1 Semester Credits
This course will focus on learning and developing basic basketball skills such as dribbling, passing, shooting, and footwork. Additionally,
team concepts, strategies, rules, terminology, and sportsmanship will be addressed. The goal is to promote physical fitness through
basketball and encourage recreational level participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL113
278
Recreational Wellness: Volleyball
1 Semester Credits
This course is designed to improve proficiency in basic skills, strategy, and rules associated with the sport of volleyball. The students
will practice and perform the skills in a recreational to intermediate competitive environment. Students will also become aware of the
physical and social benefits associated with active participation in volleyball.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL114
Recreational Wellness: Soccer
1 Semester Credits
This course is designed to provide an introduction to the sport of soccer. Topics addressed consist of, but are not limited to: history,
rules, terminology, and basic skills, techniques, and tactics associated with participating in, observing, and coaching the sport.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL115
Recreational Wellness: Walk, Jog, Run
1 Semester Credits
This course incorporates cardiovascular fitness into various walk, run, or jogging regiments. Students will understand and demonstrate
basic skills and fitness strategies while engaging in routine walking or running routes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL116
Recreational Wellness: Weight Training
1 Semester Credits
This course seeks to improve the student's knowledge and understanding of the components of weight training and how they contribute
to personal lifelong health and well being. The course is designed to not only provide knowledge but also discuss and analyze ways an
individual can assess, monitor, motivate and discipline oneself to maintain a lifestyle of fitness and wellness.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL117
Recreational Wellness: Women's Weight Training
1 Semester Credits
This course is designed to improve proficiency in resistance training. The purpose of the course is to seek improvement of the student's
knowledge and understanding of the benefits of resistance training, and how those benefits contribute to lifelong health and well-being.
This course has been designed to not only provide knowlege but also discuss and analyze ways an individual can assess, motivate,
and discipline oneself to maintain a resistance training regiment.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL118
Recreational Wellness: Yoga
1 Semester Credits
This course incorporates muscular strength, endurance, and flexibility into the activity of yoga. Beginning through advanced students
are accommodated.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL119
Recreational Wellness: Latin Dance
279
1 Semester Credits
This course is designed to provide an introduction to Latin Dance. Students will understand the history of salsa, mamba, and bachata
and execute basic steps and patterns individually and with a partner.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL120
Recreational Wellness: Canoeing and Paddling
1 Semester Credits
Students in this course will participate in a four-month long canoe expedition down the Mississippi River, in voyageur canoes. Students
will receive instruction in all aspects of canoe handling, paddling, camping, and endurance.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL121
Recreational Wellness: Rock Climbing
1 Semester Credits
This course provides an overview of the various traditions of climbing along with participation in basic skills, safety procedures, and
conditioning necessary for successful climbing.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL122
Recreational Wellness: Hiking
1 Semester Credits
This course addresses the skills, techniques, and strategies used in hiking. It prepares healthy, fit individuals for a final 8-12 mile hike
on established trails over moderate to steep terrain.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL123
Recreational Wellness: Tennis
1 Semester Credits
This course is designed to improve proficiency in tennis. Students will learn rules, basic skills, and strategies for singles and doubles
play.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL124
Recreational Wellness: Introduction to Dance
1 Semester Credits
This course provides an overview of the various traditions of movement within dance. Students will participate in basic skills and
express themselves through movement.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL125
Recreational Wellness: Karate
1 Semester Credits
This course incorporates muscular strength, endurance, and flexibility into the activity of karate. Beginning through advanced students
are accommodated.
Core Curriculum Component: Recreational Wellness
280
Prerequisite(s): None
WEL126
Recreational Wellness: Aerobics
1 Semester Credits
This course incorporates muscular strength, endurance, and flexibility into the activity of step aerobics. Beginning through advanced
students are accommodated.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL127
Recreational Wellness: Pickleball
1 Semester Credits
This course is designed to improve proficiency in pickleball. Students will learn rules, basic skills, and strategies for singles and doubles
play.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL128
Recreational Wellness: Ice Skating
1 Semester Credits
This course is designed to teach students the physical benefits associated with recreational ice skating. Students will learn and perform
the skills at their own pace, ranging from beginner to advanced. Skills include: skating stride and technique, stopping/starting, and use
of skate edges. The student will also become aware of the physical and social benefits gained from active participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL129
Recreational Wellness: Ultimate (Frisbee)
1 Semester Credits
This course addresses the skills and strategies used in Ultimate (Frisbee).
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL150
Recreational Wellness: Student Designed
1 Semester Credits
This course is designed to improve proficiency in one or more selected activities. Students will understand and demonstrate
fundamentals and benefits of the selected activities. This course will be taught in a hybrid format, blended between an in-person lab
experience and online discussions and reporting.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL160
Recreational Wellness: Adapted
1 Semester Credits
This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements for Foundations of
Wellness or Recreational Wellness. The focus is on helping each student develop a physical activity/stress management/nutrition plan
etc. that meets his or her needs. Plans are designed to focus on abilities as opposed to limitations.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL204
281
Recreational Wellness: Advanced Bicycling
1 Semester Credits
This course is designed to teach students the physical and social benefits associated with active participation in bicycling. The students
will become familiar with the extensive bike/walk trail system that is accessible from the Augsburg College Minneapolis campus.
Students should be able to perform continuous riding for a minimum of 2.5 hours at an advanced pace. Basic bike maintenance skills
and information are also addressed in this class.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL213
Recreational Wellness: Advanced Volleyball
1 Semester Credits
This course will incorporate cardiovascular fitness into a competitive volleyball atmosphere. Students in this class should have
advanced volleyball experience.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WST – Gender, Sexuality and Women’s Studies
WST199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST201
Introduction to Gender, Sexuality, and Women’s Studies
4 Semester Credits
This multidisciplinary course introduces students to the contributions of women in history, religion, literature, philosophy, sciences, and
the arts, and how the questions and methodologies of these disciplines differ when seen from women’s perspectives. Students will also
study the diversity of women’s experiences in terms of race, sexual orientation, and class.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST250
Global Perspectives on Gender and Sexuality
4 Semester Credits
This course will explore global contemporary issues of sexuality and gender, examining topics such as reproductive justice,
globalization, sex trafficking, mail-order brides, popular culture, religious fundamentalism, militarization, memory, and the transnational
politics of food. We will develop a framework for thinking about the ways that gender, nationality, race, sexuality, geography, and social
class affect women’s identities, experiences, and statuses.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST281
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST299
Directed Study
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4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST305
Introduction to Queer Studies
4 Semester Credits
A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary perspectives and
theory. The course may include guest speakers, a service-learning component at local GLBT/supporting agencies, and some travel and
experiences in the Twin Cities, as well as an immersion experience outside of class time. Required experiential education fee.
Core Curriculum Component: None
Prerequisite(s): WST201(Foundations in Women's Studies)
WST313
Environmental Theology and Ethics
4 Semester Credits
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of environmental
problems in South, Central, and North America.
Core Curriculum Component: None
Prerequisite(s): None
WST315
Margins as Center: Feminist Theory
4 Semester Credits
This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the feminist canon. A
variety of texts - including personal narratives, political statements, origin stories, and empirical studies - will be analyzed to highlight
different theoretical approaches and multiple feminisms.
Core Curriculum Component: None
Prerequisite(s): None
WST324
Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America
4 Semester Credits
Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic theologians first asserted
that God has a "preferential option for the poor" and therefore linked their faith to revolutionary social movements against political and
economic oppression. Recently, Latin American theologies have expanded to include feminist, queer, and postcolonial struggles
against sexism, heterosexism, and imperialism. Not accepted for credit for students who have taken REL 366.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
WST335
Contemporary Latin American Women: Texts and Voices
4 Semester Credits
This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American
women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American
women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
WST341
Globalization, Social Struggles and the Environment
4 Semester Credits
283
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that promote and/or
hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes
of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST352
Women, Gender, and Social Change in Latin America
4 Semester Credits
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.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the
social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST355
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history.
Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in
Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and
concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST357
Mexican History, Culture and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin
America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The Modern
World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United States), HIS122(20thCentury United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in Latin America), HIS162(20th-Century
South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities), HIS234(Minnesota History), HIS236(American Indian
History), HIS241(Topics in African American History), HIS242(History of African American Civil Rights, 1619-1915), HIS243(History of
African American Civil Rights, 1915-1972), HIS249(The Designed Environment), HIS280(The History Workshop), HIS282(The History
of Women Since 1848), HIS299(Directed Study)
WST362
Walking the Truth: Culture,Gender and Millennium Development Goals in Sub Saharan Africa
4 Semester Credits
This broad-based interdisciplinary course explores the influence of cultural values and gender roles on the achievement of the
Millennium Development Goals (MDG’s) in sub-Saharan Africa. The social determinants of health and illness—economic realities,
education levels, governmental policies, access to technology, and the availability of health care providers—are examined relation to
the unequal burdens of suffering and disease evident in Africa. Leadership skills that promote MDG achievement in local, regional, and
national contexts are identified and applied through experiential practical learning activities, lecture, and dialog.
Core Curriculum Component: None
284
Prerequisite(s): None
WST366
Latin American Liberation Theologies
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key
theological concepts, critiques, and practical implications.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
WST396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
WST481
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST485
Senior Seminar
4 Semester Credits
This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all
majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an independent study (499). It is
offered at a different college each semester and may be taken in conjunction with WST 490.
Core Curriculum Component: Keystone
Prerequisite(s): None
WST490
Keystone
0 Semester Credits
This course provides a Keystone component for all WST majors.
Core Curriculum Component: Keystone
Prerequisite(s): None
WST499
285
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
YFM – Religion
YFM205
Exploring Topics in Youth and Family Ministry
2 Semester Credits
Exploring Topics in Youth and Family Ministry features a selection of half-credit 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.
Core Curriculum Component: None
Prerequisite(s): None
YFM208
Vocational Formation I
0 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
YFM209
Vocational Formation II
0 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): YFM208(Vocational Formation I)
YFM232
Peer Ministry: Principles and Leadership
4 Semester Credits
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.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
YFM235
Foundations for Ministry with Youth and Families
4 Semester Credits
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
286
faithful ministry might look like in a specific location. Students will be required to complete service learning with youth in a Christian
ministry setting.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
YFM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
YFM305
Ministry Practices
4 Semester Credits
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.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology); YFM235(Foundations for Ministry with Youth and Families)
YFM316
Church and Culture in Context
4 Semester Credits
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.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
YFM358
Life and Work of the Church
4 Semester Credits
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 “postmodern” churches. A central element of this course will be a research
project that studies the methods and strategies of congregations and other ministry organizations in their efforts to introduce, nurture,
and shape the Christian faith.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): YFM235(Foundations for Ministry with Youth and Families)
YFM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
YFM399
Internship
4 Semester Credits
287
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.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of YFM305(Ministry Practices), YFM358(Life and Work of the Church); CONSENT(Consent of Instructor)
YFM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I),
REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in
Bible and Theology)
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Show less
2016-2017
GRADUATE CATALOG
at
Introduction
Graduate Catalog
2016-2017
Official Publication of Augsburg College
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg College Graduate Catalog contains information about academic program requirements and academic and
student policies an... Show more
2016-2017
GRADUATE CATALOG
at
Introduction
Graduate Catalog
2016-2017
Official Publication of Augsburg College
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg College Graduate Catalog contains information about academic program requirements and academic and
student policies and procedures for Fall Semester 2016 - Summer Semester 2017. It is subject to change without notice.
The catalog is intended to complement other College publications including the Student Guide and College website. It is
important for students to be familiar with all College policies and procedures. Students are strongly encouraged to
consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements.
Published 2016
Phone: 612-330-1000
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 graduate-level programs in Business Administration, Creative
Writing, Education, Leadership, Nursing, Physician Assistant Studies, and Social Work are distinguished by the
opportunities they provide students to expand decision-making and strategic skills.
Augsburg College is characterized by a strong mission: Augsburg College educates students to be informed citizens,
thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged
community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence
in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its
urban and global settings.
For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive
perspective on social responsibility, economic realities, business initiative, and environmental sustainability.
At Augsburg College we believe that our distinctive educational purpose is to help you find your calling, at work and in
the world. Augsburg graduate programs are designed to offer you quality educational experiences, personal attention,
and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are
prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree.
Sincerely,
Paul C. Pribbenow, Ph.D.
President
2
Welcome from the Provost and Chief Academic Officer
Welcome to graduate study at Augsburg College! Augsburg has a long history of preparing students for leadership in
their communities and places of work. Across our array of graduate programs, our students acquire specialized
knowledge in a discipline or field, engage in applied and collaborative learning, develop advanced intellectual skills;
encounter diverse perspectives and ideas; test theory through real-world experiences, and equip themselves for the
next stage in their vocational journeys.
In joining the Augsburg community, you become part of the Augsburg story—a story of academic excellence,
experiential education, intentional diversity, commitment to service in a spirit of mutuality, and dedication of faculty
and staff to student learning. The College offers learning opportunities for traditional and adult students in state-of-theart physical and online classrooms. Our locations--in the Twin Cities, Rochester, and several international sites—offer
opportunities to apply what you learn in the neighborhood, the local community, and in various urban and rural
locations.
Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we
welcome a diversity of cultures and faiths. Indeed, the diversity of our campus community helps ensure that our
graduates are uniquely prepared to meet the challenges and opportunities ahead. We actively encourage interdisciplinary study and opportunities for students to collaborate with others across disciplines. We ground professional
study in the best of the liberal arts tradition; we work to ensure that graduates from liberal arts disciplines are “career
ready.” We embrace the best in both traditions as we equip our students for future success.
While connected through these common commitments, each graduate program has its own distinctive identity and
curriculum. Your program offers a disciplinary home where you will join a community of faculty, staff, and fellow
students who will collectively extend your network of connections with prospective employers and expand your career
opportunities. You will have access to Augsburg alumni mentors; you will have opportunities to develop new global
connections through such public events as our annual Nobel Peace Prize Forum.
We’re delighted that you’ll be joining us.
Sincerely,
Karen Kaivola
Provost and Chief Academic Officer
3
About Augsburg
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 apply critical thinking, problem solving, and advanced communication skills in a
collaborative approach within that discipline, thereby engaging others with diverse perspectives in the work of
advancing civic and global initiatives critical for a sustainable future.
The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences,
to serve our neighbors in the heart of the city and out into the world with faith-based, ethical values. We welcome
students from a diversity of backgrounds and experiences. Also, our programs look to the world through international
courses and cultural exchanges.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to
the College motto, “Education for Service,” and mission:
Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its
life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the
faith and values of the Lutheran Church, and shaped by its urban and global settings.
Augsburg Today
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin,
and moved to Minneapolis, Minnesota in 1872. A Rochester, Minnesota campus was added in 2002. A short history of
Augsburg College can be found at www.augsburg.edu/about/history.
Today, Augsburg continues to reflect the commitment and dedication of its founders who believed:
Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically
and broadly about the world and the work we do in it.
An Augsburg education should be preparation for service in community and centers of faith.
The city—with all its excitement, challenges, and diversity—is an unequaled learning environment.
The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.”
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg
prepares its students to become effective, ethical citizens in a complex global society.
Degrees Offered
Augsburg offers the following graduate degrees:
Master of Arts in Education*
Master of Arts in Leadership
Master of Arts in Nursing*
Master of Business Administration*
Master of Fine Arts in Creative Writing
Master of Music Therapy
Master of Science in Physician Assistant Studies
Master of Social Work
Doctor of Nursing Practice* (with tracks in Transcultural Nursing and Family Nurse Practitioner)
4
Augsburg offers the following dual degrees:
Bachelor of Arts in Accounting/Master of Arts in Leadership
Master of Arts in Leadership/Master of Business Administration
Master of Social Work/Master of Business Administration
*Programs offered at both of Augsburg’s campuses (Minneapolis and Rochester, MN)
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, whether a student in
Minneapolis or Rochester, and to participate in College activities such as music and dramatic presentations and
lecture/speaker events.
Graduate Faculty
The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and
commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and
service to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of
research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic
faculty development program that introduces them to best practices in teaching and learning techniques and theories.
Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as
academic advisors and participate regularly in campus activities.
5
Locations
Minneapolis Campus
Augsburg College is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is
bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University
of Minnesota Medical Center.
Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s
leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is
blocks from the METRO Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and St.
Paul, as well as the Minneapolis International Airport.
Rochester campus
Augsburg’s branch campus in Rochester, Minnesota, was established in 1998 as a natural extension of the College’s
mission and its expertise in teaching working adults. Graduate degrees and undergraduate majors including business,
education, and nursing, are offered on the Rochester campus. Graduate programs in Rochester include the Master of
Business Administration, Master of Arts in Nursing*, Master of Arts in Education*, and Doctor of Nursing Practice*.
The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA), just a few blocks south of
downtown Rochester. Home to approximately 110,000 residents, Rochester is a city that enjoys a rich ethnic diversity
and superior technological resources.
Augsburg classes in Rochester meet on a semester schedule with classes taking place on alternating weekday evenings
and on occasional Saturdays, making them accessible to working adults. Students may also take courses within their
program on the Minneapolis campus.
Students at the Rochester 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 augsburg.edu/rochester or by calling the Rochester office at
507-288-2886.
*Program includes some Minneapolis courses.
Abroad Locations
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 disciplines.
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Facilities
Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway
system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library,
Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication.
Admissions Office—The Office of Admissions is located on the lower level of Christensen Center.
Anderson Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg College from 1963 to 1980, and this
residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as
well as the Master of Science in Physician Assistant Studies; Center for Global Education; and the Office of Marketing
and Communication.
Center for Wellness and Counseling—The Center for Wellness and Counseling offers programs and services that
enhance student learning by promoting personal development and well-being.
Christensen Center (1967)—The College center, with the Admissions Office, student lounge and recreational areas, the
Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy
center, and offices for student government and student publications.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the
Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use.
Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition
of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also
housed in this complex, which provides space for campus ministry, the drama and communication offices.
Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for
Augsburg and the metropolitan community.
Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry
Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical
education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions
and brings together the computer technology resources of the College. It also houses the Gage Center for Student
Success. The library is located on the corner of 22nd Avenue and 7th Street and the Center for Learning and Adaptive
Student Services (CLASS).
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, the Department of Public Safety and a lounge area.
Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two
rehearsal halls, music libraries, practice studios, and offices for the music faculty.
Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with
classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with
architectural details from the past. It is included on the National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP
program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Bernhard Christensen
Center for Vocation, the Master of Business Administration Program, the Master of Arts in Leadership program, the
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Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble
Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center.
Science Hall (1949)—Houses classrooms; 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, as well as
classrooms and faculty offices.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third
presidents, it contains the President’s Office, Human Resources, 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.
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Accreditation, Approvals, and Memberships
Augsburg College is accredited by:
The Higher Learning Commission (HLC)
National Council for the Accreditation of Teacher Education (NCATE) (Bachelor, and Master level degrees)
Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
Commission on Collegiate Nursing Education (CCNE) (Bachelor, Master and Doctoral level degrees)
Council on Social Work Education (CSWE) (Bachelor, and Master level degrees)
American Music Therapy Association (AMTA) (Bachelor, and Master level degrees)
Augsburg’s programs are approved or monitored by:
American Chemical Society (ACS)
American Music Therapy Association (AMTA)
Minnesota Board of Teaching
Minnesota Board of Nursing
Minnesota Office of Higher Education (MOHE)
National Association of Schools of Music (NASM)
Augsburg College is an institutional member of:
American Association of Colleges and Universities (AACU)
American Association of Colleges of Teacher Education (AACTE)
American Association of Higher Education (AAHE)
American Music Therapy Association, Inc. (AMTA)
Association of International Education Administrators (AIEA)
Campus Compact
Council of Independent Colleges (CIC)
Council on International Educational Exchange (CIEE)
Diversity Abroad Network
The Forum on Education Abroad
Institute of International Education (IIE)
Lutheran Education Council in North America (LECNA)
National Association of International Educators (NAFSA)
National Association of Schools of Music (NASM)
National Society for Experiential Education (NSEE)
Physician Assistant Education Association
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)
Augsburg College is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71.
Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other
institutions. Minnesota Office of Higher Education, 1450 Energy Park Dr., Suite 350, St. Paul, MN 55108,
www.ohe.state.mn.us; 651-642-0533.
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Policies
Non-Discrimination Policy
Augsburg College, as affirmed in its mission, prohibits discrimination on the basis of race, color, religious belief, national
or ethnic origin, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status,
genetic information, status with regard to public assistance, or citizenship in its educational policies, admissions policies,
employment, scholarship and loan programs, athletic and/or school-administered programs, except in those instances
where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg College is
committed to providing reasonable accommodations to its employees and students with disabilities. (Approved by
Board of Regents on October, 2014)
For further information, please contact the College’s Title IX Officer:
Ann Garvey| Vice President of Student Affairs| Student Affairs
Memorial Hall, Room 118G| 612-330-1168| garvey@augsburg.edu
Additionally, the College has four Deputy Officers:
Deputy Officer for Students:
Sarah Griesse| Dean of Students
Memorial Hall, Room 118F| 612-330-1489| griesse@augsburg.edu
Deputy Officer for Employees:
Lisa Stock| Director and Chief Human Resources Officer
Memorial Hall, Room 19| 612-330-1783| stock@augsburg.edu
Deputy Officer for Athletics:
Kelly Anderson Diercks| Associate Athletic Director
Si Melby Hall, Room 205E| 612-330-1245| diercks@augsburg.edu
Deputy Officer:
Leif Anderson| Vice President and Chief Information Officer
Memorial Hall, Room 124D| 612-330-1497| andersol@augsburg.edu
The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist
as investigators of complaints.
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students
regarding their education records. Each year Augsburg 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. The student must request to review their education records in writing with their signature. The College will
respond in a reasonable time, but no later than 45 days after receiving the request.
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Right to request amendment of education records
You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate,
misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that
the record should be changed if Augsburg decides not to alter your education records according to your request.
Right to give permission for disclosure of personally identifiable information
You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information
contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize
disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to
school officials who have legitimate education interests. A school official is a person employed by the 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 regents, or a student serving on an official committee, such as a disciplinary or
grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate
educational interest if the official needs to review an education record in order to fulfill his or her professional
responsibility.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may
be released for any purpose at the discretion of Augsburg 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
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 Registrar’s Office must be notified in writing of your intent to withhold your Directory
Information.
Right to complain to FERPA Office
You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400
Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA.
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Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter.
Annual Security Report
The Annual Security Report (ASR) for Augsburg College contains statistics on reported crimes on and near Augsburg
property and campus, as well as institutional policies concerning campus security and crime. The Department of Public
Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and
Crime Statistics Act. The report is available online at www.augsburg.edu/dps/reports. For a printed copy, contact
Augsburg’s Department of Public Safety at 612-330-1717.
Copyright Policy
Augsburg College Graduate Programs follows the norms of the US Copyright Law in granting exclusive rights under the
Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for derivative.
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
inside.augsburg.edu/studentaffairs/studentguide.
Official Notices
A College-provided e-mail account shall be an official means of communication with students, faculty, and staff of
Augsburg College. Students, faculty, and staff are responsible for all information sent to them via the College-provided email account. Students should regularly check their e-mail account. If a student, faculty or staff member chooses to
forward their Augsburg e-mail, they are responsible for all information and attachments sent to the forwarded e-mail
account. Students will also receive official notices via the A-Mail online publication and should routinely review the AMail.
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Admission
All graduate programs require students to have a bachelor’s degree from a regionally-accredited four-year institution or
an equivalent degree from outside the US.
All graduate students must submit completed applications. Each graduate program also has additional program
requirements, which may include coursework, professional experience, testing, etc. See the program sections for these
additional requirements.
Please refer to each individual program’s catalog section (below) for additional instructions and for detailed information
on applying to graduate programs, refer to the Graduate Admissions website at www.augsburg.edu/grad.
Readmission
Graduate students who have not registered for courses at Augsburg College for two or more semesters, must apply for
readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during
their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office.
Returning students do not pay the application fee.
The last day to receive approval for readmission to the College and register for classes is the Friday prior to the start of
the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the
College must have their readmission application and file reviewed by the program director. (Please consult with
individual programs for information regarding readmission process).
Non-degree Students
Individuals may take coursework at Augsburg College as a non-degree-seeking student. Non-degree students can enroll
on a space-available basis. Registration dates are included in the College’s Academic Calendar. Admission requires
program director approval, and the student must be in good standing at all previously attended institutions.
To apply for admission as a non-degree seeking student, submit the completed application, academic intent, and
unofficial transcript from the bachelor’s degree granting institution to the Admissions Office. Some programs may have
additional application requirements.
A bachelor’s degree from a regionally accredited institution is the minimum requirement for admission. Students who
have earned a bachelor’s degree outside of the United States must submit a copy of a foreign credential evaluation from
World Education Services (WES) or the National Association of Credential Evaluators (NACES) to confirm it is equivalent
to a United States bachelor’s degree or greater.
Non-degree status is conferred for only one term of enrollment. Additional terms require reapplication as a non-degree
seeking student. Students may count up to 6-8 semester credits earned as a non-degree seeking student toward an
Augsburg College degree with approval from the program director.
Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed
application, academic intent, official transcript from the bachelor’s degree granting institution, and any additional
materials required by the program.
International Students
Augsburg College graduate programs encourage qualified applicants from other countries to apply.
An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or
professional objective at an academic institution in the United States that has been designated by the Department of
Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and
Exchange Visitor Information System).
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A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one
of two ways:
If the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a US consulate.
If the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United
States Citizenship and Immigration Services) with an application for change of nonimmigrant status.
A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following
the transfer procedures set forth in the F-1 regulations.
In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students
must also comply with the following:
English Proficiency Requirements for International Graduate Applicants
To meet Augsburg College admission requirements, you must provide evidence of a sufficient command of both written
and spoken English to study college courses conducted entirely in English. Below is a list of the tests and programs
Augsburg College accepts as evidence for English proficiency.
TOEFL (Test of English as a Foreign Language)
www.toefl.org
Score report of 80 on the Internet-based TOEFL (iBT) with a sub-score of 20 on the written and 20 on the speaking
sections. (The Augsburg College TOEFL code is 6014.)
IELTS (International English Language Testing System)
www.ielts.org
Score report of 6.5.
MELAB (Michigan English Language Assessment Battery)
www.cambridgemichigan.org/melab
Score report of 80, and score report must be accompanied by an official letter from the testing coordinator.
Successful completion of a previous undergraduate or graduate degree at an accredited college or university in the
US, the United Kingdom, Ireland, English-speaking Canada, New Zealand, or Australia.
Score reports must be sent to Augsburg directly from the testing center. Score reports must not be more than two years
old.
Foreign Credential Evaluation
Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States.
This evaluation should include the following:
Analysis of credentials to determine if your degree is equivalent to an accredited US bachelor’s degree
Verification the degree is equivalent, at a minimum, to a four-year US bachelor’s degree is required.
Course-by-course evaluation to show your complete course listing with credit values and grades received for each
course, may also be required for specific programs.
Calculation of grade point average to demonstrate your cumulative grade point average using the standard US
grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0.
Translation to English (if applicable)
The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at
www.wes.org or the National Association of Credential Evaluators (NACES) at www.naces.org for information on
how to obtain a foreign credential evaluation.
Proof of Financial Support
International applicants must provide reliable documentation that they have financial resources adequate to meet
expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and
board, health insurance, personal expenses, and living expenses for dependents (if applicable).
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Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds,
or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official
award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank
letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or
Augsburg’s Financial Sponsorship form can be used to document support being provided by a US citizen or US legal
permanent resident. All financial documents such as bank statements must be dated within three months prior to the
date of application.
Health Insurance
All F-1 international students and their dependents (if applicable) are required to have adequate health insurance
coverage for the duration of their program. International students will be enrolled in the Augsburg international student
plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period.
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Financing Your Education
Costs
The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as
required. Augsburg reserves the right to adjust charges should economic conditions necessitate.
Full-Time vs. Half-Time
Graduate students will need to be enrolled in 3 credits to be considered half-time and 6 credits to be considered fulltime.
Tuition and Fees
Doctor of Nursing Practice (DNP)
Master of Arts in Nursing (MAN)
Master of Arts in Education (MAE)
Master of Arts in Education Tribal (MAET)
Master of Arts in Leadership (MAL)
Master of Fine Arts (MFA)
Master of Social Work (MSW)
Master of Business Administration (MBA)
Master of Arts in Music Therapy (MMT)
Master of Science in Physician Assistant (MPA)
$921 per 1.0 credit
$703 per 1.0 credit
$485 per 1.0 credit
UMD Rate
$799 per 1.0 credit
$642 per 1.0 credit
$668 per 1.0 credit
$799 per 1.0 credit
$822 per 1.0 credit
$761 per 1.0 credit*
*2015 start cohort
Tuition
Students are charged per credit. All associated costs must be paid by the beginning of each semester to avoid accruing
finance charges, unless you have enrolled in an official payment plan through Student Financial Services.
Fees
Specific courses or programs may have additional fees associated with them, such as lab or supply fees.
DNP Fee
MAN Fee
$55
$55
Payments
Semester Charges
Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits
designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online
through AugNet’s Records and Registration site. Payments can be made online at
www.augsburg.edu/studentfinancial/make-a-payment. Augsburg may charge late fees and interest on delinquent
accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure
Payment Options
Augsburg College offers payment plan options for all students. Information about payment plans is available online at
www.augsburg.edu/studentfinancial/payment-plans-and-discounts.
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Payment Policy
Students at Augsburg College are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg College Tuition Refund Policy.
Augsburg accepts the following forms of payment:
Cash
Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be
mailed. Students will receive a receipt of their cash payment.
Check
Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or
online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient
Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or
through mail may request a receipt of the check payment.
Credit Card/Debit Card
Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American
Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person,
over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by
Augsburg.
Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any
credit card payment made to the college. This is to offset the approximately $250,000 in costs that Augsburg accrues
annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee
and will not be profiting from it.
Financial Aid
All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid,
students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in
the Satisfactory Academic Progress (SAP) section of this catalog.
Financial assistance awarded through Augsburg may be a combination of grants and loans. The College cooperates with
federal, state, church, and private agencies in providing various aid programs.
The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is
eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent
family members, other educational expenses, retirement needs, and special considerations.
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant
(except as noted).
Institutional Grants/Discounts
Augsburg offers grants/discounts for a variety of different students. Specific information about the different grants and
scholarships, along with eligibility requirements, can be found online at www.augsburg.edu/studentfinancial/paymentplans-and-discounts.
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Loan Assistance
Graduate students must be enrolled at least half-time in order to receive federal loans. Three semester credits per term
is considered half-time. Six semester credits per term is considered full-time.
Federal Unsubsidized Stafford Student Loan
Interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower
may choose to make payments while in school or may defer payments and allow interest to accrue and be
capitalized (added to the balance of the loan).
Federal Graduate Loan Program (PLUS)
Graduate PLUS is a loan program to help graduate students meet college costs. Students may borrow up to the cost
of attendance (minus all other student financial aid).
Further information about loan programs can be found online at www.augsburg.edu/studentfinancial.
Satisfactory Academic Progress (SAP)
Federal regulations require that all higher education institutions establish and implement a policy to measure whether
students [1] receiving financial aid [2] are making satisfactory academic progress toward the completion of a degree.
The purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant
to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the
following standards makes a student ineligible for all institutional, federal, and state financial aid.
Standards of Satisfactory Academic Progress
Minimum GPA requirements: Graduate Students must maintain a minimum 2.5 cumulative GPA based on the entire
academic record.
Minimum Credits Completed: Graduate Students must earn a cumulative 66.67% of the credits attempted based on
the entire academic record. A completed credit has a grade of 4.0 – 2.5 or P. Credits earned and completed will
include accepted cumulative transfer credits as defined by the Registrar’s Office. Unsatisfactory grades “W
(withdrawn),” “I (Incomplete),” “0.0/F/FN (Zero),” and “N (Not Passing)” are counted towards the cumulative
attempted credits. Repeated and remedial courses are not counted towards the cumulative attempted credits.
Maximum Time Frame: To demonstrate academic progress, graduate students must complete their degree objective
within 150% of the length of the program.
Monitoring and Evaluating Progress
In order to ensure SAP standards are being met, the Student Financial Services Office will evaluate students’ academic
achievement at the end of each term. After the student’s record is evaluated and the Student Financial Services Office
determines the student’s GPA or completion rate to be unsatisfactory, the student will be placed on Financial Aid
Warning or Financial Aid Suspension. Students will be notified through their Augsburg email if they fail to meet SAP
standards.
Financial Aid Warning
A student who fails to meet SAP standards will be placed on Financial Aid Warning for the following term of enrollment.
Students placed on Financial Aid Warning will still be eligible to receive financial aid. Financial Aid Warning will last for
one term. If at the end of the term, the student meets SAP standards the Financial Aid Warning will conclude. Students
currently on Financial Aid Warning who do not meet SAP standards at the end of the term will be placed on Financial Aid
Suspension.
Financial Aid Suspension
A student who fails to meet either the minimum GPA requirement and/or minimum credits attempted while on
Financial Aid Warning will be placed on Financial Aid Suspension. A student on Financial Aid Suspension is ineligible to
receive any form of financial aid. A student on Financial Aid Suspension may submit an appeal to reinstate their financial
aid. Financial Aid Suspension will conclude when the student meets SAP standards, or successfully appeals.
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Financial Aid will be suspended when a student placed on Financial Aid Suspension does not meet SAP standards.
Because grades may not be available before the beginning of the next scheduled term, it is possible that financial aid
may be disbursed to a student before the review can be conducted. In the event that a student is found to be ineligible
for the financial aid that has been disbursed due to a failure to meet one of the Standards, the aid that was disbursed
will be canceled, and returned to the appropriate program(s).
Right to Appeal
Students who have had their financial aid suspended may submit the SAP Appeal Form to the Student Financial Services
Office. The SAP Appeal Form must be completely filled out, along with any additional documents required by the SAP
Committee. The appeal should state reasons why the student failed to meet SAP standards, and what changed for the
student that will allow the student to demonstrate progress towards meeting SAP standards. The appeal will be decided
by the SAP Committee. All decisions made by the Committee are final.
If a student’s appeal is approved they will be placed on Financial Aid Probation. If a student’s appeal is denied they will
remain on Financial Aid Suspension and will remain ineligible for financial aid.
Financial Aid Probation
A student who has been placed on Financial Aid Suspension and successfully appeals SAP will be place on Financial Aid
Probation. A student on Financial Aid Probation will be eligible to receive financial aid. Financial Aid Probation will last
for one term. If at the end of the term, the students meets SAP standards, the Financial Aid Probation will conclude.
Students currently on Financial Aid Probation who do not meet the standards at the end of the term will be placed on
Financial Aid Suspension.
[1] Financial Aid is defined as: Augsburg Institutional Aid, Federal Title IV funding, and Minnesota
State Financial Aid programs.
Student Account Financial Disclosure
Students at Augsburg College are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg College Tuition Refund Policy. Statements and account history are available online through AugNet Records
and Registration.
Augsburg College may require someone to co-sign on the students’ obligations in special cases, such as when a student
has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers are
responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or
attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure.
Results of Balances Not Paid in Full
Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late
payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in
full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year
(.67% per month) will be added onto your student account balance. For example, this means that for every $1,000
owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the
bank for Non-Sufficient Funds.
Past Due Accounts
If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg
reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it.
Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold
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transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection
agency or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial
information about her or his account and other pertinent information such as address and phone number to third
parties who are dealing with the collection of the account balance. By providing us with a telephone number for a
cellular phone or other wireless device, you are expressly consenting to receive communications – including but not
limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing
system – from us and our affiliates and agents at that number. This express consent applies to each such telephone
number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and
messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg College, or
its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40% of the debt, and
all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that, due to
the Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The terms
of this agreement remain in effect until all Term Fees and other charges are paid in full.
Financial Policy
Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making
scheduled payments in accordance with an approved payment plan.
Augsburg College will not release student academic transcripts or graduation diplomas/certificates until all student
account charges 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.
Tuition Refund
Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last
day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date,
students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is
effective whether or not a student has attended classes.
Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date
labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar.
Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any
refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for
all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations
are based on the date that the drop/add form is processed.
Medical Refund
If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a
medical refund should be made through the Academic/Financial Petition. Petition forms are available through the
Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of
documentation from the attending doctor, on letterhead, verifying the medical circumstances.
Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be
reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the 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 online through the Registrar’s Office website.
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A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively.
The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include,
but is not limited to, statements from each instructor that the student never attended, or documentation of attendance
for the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term
will be replaced with an administrative cancellation fee of $300.
Financial Aid Policy
Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number
of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic
Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with
faculty signature-Full Semester class”. Financial aid will not be adjusted for classes added after this date.
Students must earn the financial aid they are awarded each semester by actively attending and participating in classes
throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a
“W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes.
Financial Aid - Return of Aid
Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes,
or in the event of hybrid/online courses, be an active participant in the course.
Federal/State Aid Adjustments
Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. Student
are eligible to keep more aid the longer they attend their courses. After 60% of the term has passed, students are
eligible to keep all of their federal/state aid. If you are planning to completely withdraw from your courses, please see a
Student Financial Services counselor to determine what aid may need to be returned.
Institutional Aid Adjustments
Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students
withdraw from their courses they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a
student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid.
Credit Refund
Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a
term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial
Aid needs to be finalized (You can verify your financial aid status online through Track Your Financial Aid) and applied to
a student’s account (Check your Transaction History online to verify all of your financial aid has been applied to your
account and nothing is left pending) before the credit refund can be issued.
Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds.
Students who are enrolled less than half-time (less than 6.0 credits for undergraduates, less than 3.0 credit for
graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration
changes made from the first week of the term through midterm may require a return of financial aid funds. Students
who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund
will be available. Financial aid return of funds may take up to 30-45 days to be processed.
Bookstore
Students who are registered for the upcoming term will be allowed to charge up to $700 to their student account.
Students DO NOT need to request a bookstore account this year.
Please plan ahead and purchase books and supplies before the scheduled cut off dates; plan ahead for courses that start
midterm as you will be unable to charge anything to your student account after the cut-off date.
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Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds are issued. If
your bookstore charges create a balance on your account, you need to make payments in accordance with your
statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid
funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you
purchase books if you need to discuss payment options.
Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times.
Third Party
If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your
purchases to the Student Financial Services Office, along with your invoice request.
Additional Funds
If the cost of your textbooks and supplies are above $700 in one term, you have enough financial aid to cover the
additional costs, and you would like to charge the additional amount to your student account, please send the following
information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing.
Subject: Request for additional funds
Full Name:
Student ID number:
Additional request:
Students will receive an e-mail when the additional request has been processed. Accounts are opened as quickly as
possible, but it could take up to two business days for activation.
Consumer Information
Loss of Financial Aid Due to Drug Offense
A student, who is convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred
while the student was enrolled in school and receiving Title IV aid, is not eligible for Title IV funds. [An illegal drug is a
controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.
A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid
(FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from
a juvenile court proceeding do not affect eligibility and do not need to be reported by the student.
A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and
receiving Title IV aid loses Title IV eligibility as follows:
For the possession of illegal drugs:
First offense: one year from the date of conviction.
Second offense: two years from the date of the second conviction.
Third offense: indefinitely from the date of the third conviction.
For the sale of illegal drugs:
First offense: two years from the date of conviction.
Second offense: indefinitely from the date of the second conviction.
A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate,
clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the
ways in which the student may regain that eligibility.
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Regaining Eligibility after a Drug Conviction
A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the
school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the
program. A drug rehabilitation program is considered approved for these purposes if it includes at least two
unannounced drug tests and meets one of the following criteria:
The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government
program.
The program is administered or recognized by a federal, state, or local government agency or court.
The program received or is qualified to receive payment directly or indirectly from a federally or state licensed
insurance company.
The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor.
Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or
regulations.
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Student Resources/Academic and Support Services
Lindell Library Resources
Since 1997 the James G. Lindell Family Library has been home to a wide variety of print and digital collections, now
numbering almost 200,000 books, 60,000 e-books, 60,000 e-journals, 4,000 movies on DVD or VHS, and more than 120
databases. Through its streaming video services, Lindell Library provides access to an additional 50,000+ educational
videos. Lindell also houses significant collections of juvenile literature and K-12 curriculum materials, as well as the
College’s archives and special collections.
If that still isn’t enough, Lindell Library belongs to CLIC, Cooperating Libraries in Consortium, a network of seven private
liberal arts colleges in the Twin Cities. Augsburg students can borrow books and videos from any of the other CLIC
libraries and get those materials delivered directly to Lindell Library through CLIC’s daily courier service. Research
Support
Research Support
Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides,
available on the library’s website, provide access to key research materials on topics as wide-ranging as health and
physical education, film studies, computer science, or music therapy. Students can talk to an expert in person at Lindell’s
Learning Commons desk, by phone at 612-330-1604, by email at refdesk@augsburg.edu, or chat with an expert 24/7
through our Ask-A-Librarian service at library.augsburg.edu.
Other Cool Stuff
Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and
reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library,
and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer
to work alone. Whether working alone or in a large group, Augsburg students can check out a laptop from the Library’s
Circulation Desk. Other equipment is also available for check out; just ask our friendly staff for assistance.
The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open
(hours are always posted on the library’s website), or contact us at:
library.augsburg.edu
refdesk@augsburg.edu
612-330-1604
Information Technology Services
Augsburg College has built a reputation as a leader in its commitment to provide students with relevant and timely
access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for
more on Information Technology at Augsburg.
Computing
Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available
in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The College has five
computer classrooms, 41 technology-enhanced classrooms and one video conferencing-enabled classroom. The
circulation desk in 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 to the internet. Network-ready student
machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the
AugNet online services are available securely on- and off-campus.
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Center for Learning and Accessible Student Services (CLASS)
The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic
support for students with documented learning, attention, psychiatric, sensory, and physical disabilities, as well as those
with temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain 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 develop a plan for ensuring they have equal access to
Augsburg courses, programs, activities, and facilities. Students are encouraged to meet regularly with their specialist,
and discussions may include:
Accommodations for testing and coursework (e.g., extended time, note-taking)
Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling,
financial aid)
Training and use of assistive technology through the Groves Accommodations Laboratory
Coaching on academic, organizational, and time management skills
Campus living accommodations
The Disability Specialists may also consult with instructors, academic advisors, and other members of the college faculty,
staff, or administration to support each student as they work toward success. Taking advantage of these
accommodations and services, however, remains the student’s responsibility.
Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting
with a Specialist to discuss their needs, as well as appropriate documentation of their disability. 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.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and
may not fundamentally alter the basic nature or essential components of an institution’s courses or programs.
The services and technology provided by CLASS are enhanced by the generous support of the Gage family and Groves
Foundation. For further information, call 612-330-1053.
International Student and Scholar Services (ISSS)
ISSS is responsible for the enrollment planning, recruitment and advising of degree-seeking international
students. Members of the ISSS team serve as Designated School Officials (DSO) for the College’s F-1 student visa
program and as Responsible Officer (RO) and Alternate Responsible Officer (ARO) for the College’s J-1 student/scholar
exchange program. A DSO ensures institutional and individual compliance with the law and government policies
pertaining to F-1 students. The RO and ARO ensure institutional and individual compliance with the law and government
policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F and J regulations so that
students maintain their F or J immigration status.
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Academic Programs and Policies
Academic Calendars
All of our graduate programs meet on a semester calendar. Academic Calendars can be found at
www.augsburg.edu/registrar. All academic calendars are subject to change without notice.
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).
Evaluation and Grading
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 cumulative GPA in order to graduate; Physician Assistant students must consult the PA Program
Progression Standards Policy. Grading option cannot be changed from traditional (0.0 - 4.0) to Pass/No Credit.
Explanation of grades for Graduate Studies:
Grade
4.0
3.5
3.0
2.5
2.0–0.0
FN
P
N
V
W
I
X
Explanation
Achieves highest standards of excellence
Achieves above acceptable standards
Meets acceptable standards
Meets minimum standards
Unacceptable performance
Unacceptable performance, student stopped attending
Represents work at 3.0 or higher (not counted in grade point average)
No credit (not counted in grade point average)
Audit
Withdrawn
Incomplete
In progress, extended beyond term of registration
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available
basis. Graduate students will be charged an audit fee of $1,000. The written permission of the instructor is required to
register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of
the term to determine expectations, attendance, and any other requirements. If expectations have been met, the
course will be listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a
grade of W. Audited courses do not count towards graduation.
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Withdrawal Grade
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade
and before the last day to withdraw.
Incomplete (I) Grades
Incomplete grades (I) are to be given only in the case of extreme emergency (i.e. illness, family emergency, death in the
family, military commitment). If you have any questions regarding the qualifying emergency please contact the
Registrar’s Office for verification.
An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student
emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of
passing the course if they satisfactorily complete outstanding course requirements.
To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Registrar’s Office
that states the reasons for the request, outlines the work required to complete the course, and includes the course
instructor’s 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.
Extension (X) Grades
Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case,
they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A
grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given
X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being
maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not
longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not
demonstrated. If the course is not completed, a grade of 0.0 will be assigned.
Repeated Courses
A course in which a grade of FN, 0.0, 0.5, 1.0, 1.5, 2.0, 2.5 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, i.e., courses with 0.0 to 4.0 grade assigned.
Attendance
Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation
may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students
to our professional development. Each instructor has the authority to specify attendance and participation requirements
to address the needs of particular courses, individual students, or various learning styles.
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Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the
professor in advance of any expected absence. In the case of emergency, when prior notification is not possible,
students must notify the professor of an absence as soon as possible.
Non-Attendance/Non-Participation
Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped
for non-attendance/non-participation after the 10th business day of the term if reported by the instructor. Students are
ultimately responsible for dropping classes if they no longer plan to attend/participate. Students who have been
dropped and wish to re-enroll must submit and Academic/Financial Petition.
Graduate Continuation Policy
Students registering for the final project course must complete the Final Project Registration/Graduate Continuation
Contract by the last day to add with faculty signature for a Full Semester class as noted on the Academic Calendar. Upon
receipt of the contract, the Registrar’s Office will enroll the student in the Continuation Program for 7 semesters. Entry
into the Continuation Program maintains students’ active status in the graduate program, including library and AugNet
Services.
If a grade is not received by the grading deadline of the 7th semester, the grade will change from X to N. Students who
wish to complete the final project after receiving a failing grade must meet with the program director to evaluate
readmission to the College and program. Students who are readmitted may need to complete additional coursework
and will need to pay tuition and fees for any additional courses. If/when the final project course is completed, the new
grade would replace the previous N grade.
Students may withdraw from the College, and thus from the Continuation Program and the final project course, at any
point during the continuation period and receive a W notation on the transcript for the final project course. Following a
withdrawal, students are welcome to meet with the program director to evaluate readmission to the College and
program. Students who are readmitted may need to complete additional coursework and will need to pay full tuition
and fees for any additional courses. If/when the final project course is completed, the new grade would replace the
previous W grade.
Credit and Contact Hours
Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period
of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student
work completed over a different time frame or via a different delivery method.
All Augsburg programs follow the semester calendar with semester lengths from 14-16 weeks. Augsburg offers a
summer semester which follows the same format as both fall and spring semester. Students must take at least 3 credits
to be considered half-time, and 6 or more credits to be considered full-time. Students may take up to 22 credits.
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.
Probation and Dismissal
Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the
student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be
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restored in order for a student to be removed from probation. Graduate students in the Physician Assistant must consult
the PA Program Progression Standards Policy.
A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more
terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out
with the program director.
Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the
College.
Dismissal Appeals Process
A student may appeal a program’s dismissal decision using the College’s program dismissal appeals process. Appeals are
limited to procedural errors that the student can demonstrate negatively affected the outcome.
The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Assistant Vice
President of Academic Affairs and Dean of Graduate Studies (AVP-Graduate Studies); email is not acceptable. The
statement must identify each procedural error and state how each error negatively affected the outcome. The
statement of appeal will be the only basis of the student’s appeal. The AVP-Graduate Studies must receive the student’s
statement of appeal within 14 calendar days of the date on the department’s written notification of dismissal.
The AVP-Graduate Studies will send a copy of the statement of appeal to the program chair/director. The program must
submit a response to the student’s statement of appeal within 15 business days of the date that the statement was
received by the AVP-Graduate Studies’ office. A hard copy of the program’s response should be submitted to the AVPGraduate Studies. The AVP-Graduate Studies will send a copy of the program’s response to the student.
The AVP-Graduate Studies will convene the Program Dismissal Appeals Committee, which will include the AVP-Graduate
Studies as a non-voting chair and three program faculty members (one from programs not named in the appeal:
Business, Creative Writing, Education, Leadership, Nursing, Physician Assistant Studies, Social Work). The Program
Dismissal Appeals Committee will schedule its hearing within 15 business days of receipt of the program’s statement of
response. The Committee will meet with the student and a program representative to review the procedures and ask
questions of both the student and the program representative. The student and program representative may each bring
a third party to the review meeting (limited to an Augsburg College faculty member, staff member, or student). The role
of the third party representative is to provide support to the student or the program representative, not to serve as an
advocate during the meeting.
Dropping or Withdrawing
Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. To
see the drop and withdrawal deadlines, see the Academic Calendar at www.augsburg.edu/registrar.
Independent Study
Students may request to complete an independent study course as an addition to the required coursework. A faculty
sponsor is required for an independent study project, and project proposals must be approved by the program director
in order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered
in the curriculum, with the exception of the general elective (if approved). A special independent study registration form
is required and is available on the Registrar’s Office website.
Term Off
Students may take a term off for up to two semesters and have continued access to Augsburg e-mail and AugNet
Services. If a student is not registered after 10th day of the third semester, the student’s file will be deactivated and the
student will need to submit an Application for Readmission to re-enroll.
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For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of
program schedules and cohorts for some degrees, it is required that students meet with their advisor and obtain the
advice of their director.
Evaluation of Transfer Credit
Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit
will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding
previous coursework, including but not limited to an official transcript, course description, and syllabus. In order to be
considered for transfer, a course must be from a regionally-accredited college or university institution 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 semester credits that can be transferred is:
Master of Arts in Education (6)
Master of Arts in Leadership (6)
Master of Arts in Nursing (9)
Master of Business Administration (18)
Master of Fine Arts in Creative Writing (12)
Master of Music Therapy (Contact program director)
Master of Science, Physician Assistant Studies (Contact program coordinator)
Master of Social Work (22)
Doctor of Nursing Practice (Contact program director)
Augsburg credits are calculated in semester hours. If you completed courses at other institutions that are quarter hours,
they will be converted to semester hours. One quarter hour equates to two-thirds of a semester hour.
Courses and credits that are accepted in transfer are recorded on the student’s transcript. Grades and grade points from
other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average.
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Master of Arts in Education
Augsburg has a long history in teacher education with alumni of our programs teaching throughout Minnesota and
elsewhere. The Master of Arts in Education (MAE) program combines our excellent undergraduate licensure coursework
with a master’s level coursework focused on teacher leadership, preparing teachers to serve K-12 students effectively
and to nurture healthy change within schools and school systems.
Our Philosophy
The Education Department program themes include relationships, reflection and inquiry, diversity and equity, and
leadership. One of these themes - leadership - is lived out within the MAE program. As this program theme suggests, we
expect our students to leave our programs as responsive, knowledgeable teachers prepared to exercise leadership in the
classroom and, eventually, the school and community.
Our urban setting provides yet another dimension to our programs through a combination of course content, field
experiences, and classroom instructors. Our goal is that students will leave our programs as collaborative and capable
teachers committed to educating all learners in a diverse and changing world.
Our Faculty
Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct instructors, all of whom
have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12 settings; all full-time faculty
members are frequent visitors to K-12 settings through student teaching and field experience supervision, volunteer
work, and/or in-service education. We understand the importance of what we do and what you hope to do. We value
good teaching and, most especially, we value good teachers.
Our Accessibility
We realize that although teaching is your dream, your reality most likely includes work, family, and personal
responsibilities. Because we understand the demands adult students face, we offer flexible scheduling. A majority of
licensure and graduate-level courses are taught in the evenings to allow you to manage these responsibilities while
pursuing your goals. You will need to be available during the weekday for the challenge and responsibility of field
experiences, but education coursework is accessible through the evening schedules*.
As a student in Augsburg’s Master of Arts in Education licensure and degree program, you will find yourself among
interesting students and dedicated professors who believe that all children deserve a good, highly-qualified teacher—
the teacher you can become.
*By the end of Spring 2015 our licensure programs will have been fully transitioned from a weekend to an evening
schedule. New students will be in the evening program. For the time being, end of program MAE degree completion
options will remain on the weekend schedule.
Education Department Mission
The mission of the Augsburg Education Department is to develop responsive, knowledgeable teachers committed to
educating all learners in a diverse and changing world.
Program Themes
Responsive, knowledgeable teachers understand the dynamic interaction among relationships, reflection and inquiry,
diversity and equity, and leadership. These four interrelated program themes provide lenses through which we filter our
practice.
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Relationships
Learning is relational and communal. Responsive teachers create significant relationships with their students,
colleagues, and community partners by developing learning communities. These nurturing learning communities provide
safe, trustworthy places where challenging and engaging questions can be considered. We model the kinds of learning
communities that we expect our graduates to create. We share with our students a learning model that connects
content, theory, and practice in an ongoing cycle. Students and their learning are the focus for responsive teachers.
Therefore we embrace and foster a progressive and constructivist orientation.
Reflection and Inquiry
Responsive teachers are reflective practitioners who are students of teaching and learning. Providing numerous
frameworks through which to filter our experience encourages intentional and thoughtful inquiry. Through field
placements, service learning, generative questions, and classroom experiences, students and faculty develop their
perspectives about teaching and learning. Critical reflection allows us to examine content, theory, and practice in ways
that transform our practice. We think it is important to understand and learn how to manage the many polarities
inherent in the teaching and learning process.
Diversity and Equity
Responsive teachers embrace diversity and intentionally work to ensure that all learners, especially those who for some
reason have been marginalized, learn and develop in powerful ways. We continually reflect on what it means to be a
“school in the city.” We recognize that each student is unique, shaped by culture and experience; therefore,
differentiating instruction is essential. The perspective of multiple intelligences, learning style theory and teaching for
understanding help us differentiate and enable us to provide choice, variety, and flexibility. Responsive teachers believe
that all students can learn. They also have a sense of efficacy and believe that they can help all students learn.
Leadership
Responsive teachers recognize that becoming a learning leader is a developmental process, which begins in pre-service
education and continues throughout one’s career. Teachers serve as leaders within the classroom, and with experience,
increased confidence, and professional development become leaders within the school, the district, and the community.
Teacher leaders view themselves as lifelong learners. They become role models committed to their profession as a
vocation rather than a job. Emerging teacher leaders keep student learning at the center of their work while advocating
for instructional innovation, constructivist curricular development, and systemic change.
Master of Arts in Education Conceptual Framework
Teacher leadership is the theme that threads through our graduate licensure and degree completion program. The
Augsburg Education Department believes that teachers are leaders in their classrooms and should be leaders in their
institutions and communities.
The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the
combined undergraduate/graduate courses focuses on providing graduate students the chance to exercise leadership as
well as extend their knowledge beyond the basic requirements. Second, in the degree completion component, students
are required to include coursework focused on leadership and study aspects of leadership as part of their degree
program. Third, the final project—be it an action research, a leadership application project, or performance assessment
—gives students the opportunity to study an issue of concern and, supported by research, define a means for addressing
it.
Three Teacher Leadership Aspirations inform our program. They are as follows:
Aspiration 1: Teacher leaders value learning for personal and professional growth. Teacher leaders share knowledge
effectively with colleagues. We believe that teacher leaders are comfortable with their knowledge and expertise,
neither flaunting it nor hiding it, but sharing it with others generously. They work to build bridges with a full range of
colleagues, but they don’t let recalcitrant colleagues stop their own development. They see learning as a continuous
endeavor and seek it throughout their careers.
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Aspiration 2: Teachers leaders think big—beyond the classroom to the broader context of education and community.
We believe that teacher leaders see systems and the “big picture” and are able to put their classrooms, schools, and
communities into a broader context. They understand the link between policies, politics, and education and participate
in change efforts at the macro and micro levels. They seek to work with administrators to establish school and district
policy that improves life for everyone. If this involves political action, they are prepared to engage in it. Teacher leaders
also understand that teaching and learning are dynamic and that change within school systems is an ever-present
phenomenon. They are informed decision-makers predisposed to take on the challenge of change when they think it
benefits students, teachers, and/or community.
Aspiration 3: Teacher leaders possess courage and an orientation to action. We believe that teacher leaders help
others not be afraid. They are able to help people to take warranted risks and step outside their comfort zones. They
have the courage to bring people together to see the bigger picture and then help people get there. Teacher leaders
accept both power and accountability. They understand that responsibility without power diminishes potential for
effectiveness. They believe that accountability is a fair trade for the power to take effective action. They operate from a
foundation of self-efficacy.
Program Overview
The Master of Arts in Education (MAE) is designed to provide a teaching license as part of a master’s degree program. K12 initial teaching licenses offered at Augsburg include:
Elementary education (K-6), with or without a middle school content area endorsement in math, communication
arts, social studies, or science. Subject matter courses for these endorsements may need to be taken in the weekday
schedule or at a community college when unavailable through evening course work.
Secondary education (5-12 and K-12) in social studies, communication arts/literature, visual arts, health,
mathematics, music, and physical education, 9-12 in biology, chemistry, and physics, and 5-8 general science .
Subject matter courses for these licenses may need to be taken in the weekday schedule or at a community college
when unavailable through evening course work. Augsburg requires that at least two content area courses are taken
at Augsburg.
Teachers who are already licensed can work towards the MAE degree through the following four licensure endorsement
options:
K-12 English as a Second Language
K-12 Special Education: Academic Behavior Strategist
All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for
licensure. These include tests in basic skills, pedagogy and content area knowledge.
Accreditations and Approvals
Augsburg College Teacher Education programs are accredited and approved by:
National Council for the Accreditation of Teacher Education (NCATE)
Minnesota Board of Teaching. (MN BOT)
Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and
Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the
Accreditation, Approvals, and Memberships section of this catalog.
Program Structure
The Master of Arts in Education (MAE) program is made up of a core of education licensure courses at the graduate level
coupled with a degree completion option. Courses in the degree completion phase are drawn from the Master of Arts in
Leadership (MAL) and graduate courses in education. Most students in the MAE program pursue a teaching license as
part of their program plan.
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The MAE degree is also open to students who do not want a teaching license but do want a background in education
and leadership. See the MAE program director for details.
The MAE degree requires ten or eleven Augsburg graduate level courses, depending on the degree completion option. In
addition, several courses at the undergraduate level are required for licensure. Only courses taken at the graduate level
apply towards the MAE degree.
Credit
MAE graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional hours with
the expectation of about 75 hours of independent study outside of class.
Schedule
The majority of the education courses in the MAE licensure and degree programs are offered through the AU evening
schedule. Courses in this schedule meet face to face every other week with online instruction during the alternate
weeks. A few education courses and many undergraduate content area courses are offered in a face to face, classroom
based format, meeting weekly in the evenings. The MAL and education degree completion courses are offered primarily
in a weekend schedule through a mix of face-to-face and online instruction. Summer session courses are offered
primarily weekday evenings. Summer courses are offered in a mix of formats from all online to all face-to-face.
The following teaching licenses are available almost entirely through the evening and summer schedule: elementary
education, 5-12 social studies, 5-12 communication arts, K-12 art, K-12 special education, and K-12 English as a second
language.
Additional licenses in the following areas are available through a combination of weekday, weekday evening, summer
schedules, and, occasional off-campus courses: biology, chemistry, health, mathematics, music, physical education, and
physics. For these licenses, the education and degree completion courses are taken weekday evenings and summer
while some, if not all, of the content area courses are taken during the weekday and/or off-campus.
The weekday evening schedule is comprised of two semesters spread from early September through late April. In
general, classes are held every other week, face to face with online instruction in the intervening week. The weekday
schedule is also comprised of two semesters spread from early September through late April. Classes offered during the
weekday meet one to three times per week. Classes offered jointly between weekday and weekend meet on a weekly
basis in the evening. The official academic calendars can be found at www.augsburg.edu/registrar.
Curriculum—Teaching Licenses
K-6 Elementary Education
This program is designed to prepare teachers for grades K-6. Optional endorsements in middle school specialty areas of
math, science, social studies, and communication arts can be pursued along with or separately from the K-6 license. The
teaching license and some endorsements are offered at both undergraduate and graduate levels through a mix of
undergraduate courses and combined graduate and undergraduate courses. Graduate-level licensure coursework (500
and above) is available to students who already hold a bachelor’s degree and have been admitted to the MAE program.
All of the following courses must be taken for K-6 elementary licensure. Up to seven courses may be taken at the
graduate (500) level and applied toward the MAE degree.
EDC 200/522 - Orientation to Education in an Urban Setting*
EDC 206/566 - Diversity/Minnesota American Indians
EDC 310/533 - Learning and Development in an Educational Setting*
EDC 410/544 - Learners with Special Needs*
EDC 490/580 - School and Society
EED 225/524 - Foundations of Literacy
EED 325/525 - K-6 Methods: Literacy*
EED 350/550 - K-6 Methods: Math
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EED 360/560 - K-6 Methods: Science
To complete the license, the following undergraduate requirements must be completed:
HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
EED 326 - Elementary Reading K-6 Field Experience* (taken concurrently with EED 325/525)
EED 311 - K-6 Methods: Health
EED 312 - K-6 Methods: Physical Education
EED 336 - Advanced Literacy Methods*
EED 341 - K-6 Methods: Art
EED 370 - K-6 Methods: Social Studies/Thematics
EED 380 - Kindergarten Methods*
EED 386 - K-6 Methods: Children’s Literature
EED 481, 483, 485 - Student Teaching: Elementary K-6
EED 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience hours are required in these courses. Students spend 20 or more hours per term in field experiences.
These experiences occur in K-6 classrooms during the weekday. If more than one course with field experience is taken in
a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each
require a total of 40 hours).
Undergraduate Liberal Arts Requirements
The number of supporting content area courses required for licensure depends upon the courses completed as part of
the bachelor’s degree and/or other coursework. Requirements are determined by Minnesota licensure standards for
specific college-level coursework in math, biology, physics, and earth science for all students seeking elementary
licensure. Specific requirements are on file in the Education Department.
Minnesota licensure standards allow for optional subject area endorsements in communication arts/literature, social
studies, math, and science. Subject matter courses for these endorsements will be available through a combination of
weekday, evening and off-campus courses. Specific requirements for these endorsements are on file in the Education
Department.
Previous coursework can be accepted into the licensure program if it meets Minnesota standards and if a grade of C or
better was achieved. The Education Department and the content area departments determine the courses that are
accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Courses that are
older than five years are judged on a case-by-case basis. Graduate coursework accepted into the licensure program is
not automatically accepted into the MAE degree. The program has limits on the amount and type of courses that are
accepted. Grades of B or better are required for transfer consideration. See the MAE program director for approval of
graduate coursework accepted in transfer.
K-12 and 5-12 Secondary Education
K-12 and 5-12 licenses in several content areas are offered through a combination of graduate and undergraduate
coursework. K-12 licenses prepare teachers to teach a content area across elementary, middle school, and high school.
Licenses for grades 5- 12 prepare teachers to teach at the middle and high school levels. Graduate-level licensure
coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions
criteria.
Subject matter courses in the following majors are offered on weekday evenings and summer: English, communications
(for communication arts), art and selected social science courses. Students seeking 5–12 licensure in social studies must
complete a broad-based core of courses in the social studies in addition to a social science major. Education courses for
these licenses are also taken during weekday evenings and summer.
The following content area majors are offered primarily or entirely through the weekday program: biology, chemistry,
physics, health, physical education, music, and mathematics. Students seeking licensure in any of these areas typically
will need to take additional content courses in the weekday schedule and off-campus. Students can obtain a 9-12 license
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in physics, chemistry, or biology and have the option of adding the 5–8 general science to the 9-12 license. Students also
can obtain the 5–8 general science license without the 9–12 license. Education courses for these licenses are taken
during weekday evenings.
Licensure Requirements
The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for
licensure; four to seven of them also may be taken at the graduate level and applied toward the master’s degree in
education.
EDC 200/522 - Orientation to Education in an Urban Setting*
EDC 206/566 - Diversity/Minnesota American Indians
EDC 310/533 - Learning and Development in an Educational Setting*
EDC 410/544 - Learners with Special Needs*
EDC 490/580 - School and Society
ESE 325/525 - Creating Learning Environments
ESE 300/500 - Reading and Writing in Content Area*
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
ESE 3XX - K-12 or 5-12 Methods (in the content area)*
ESE 481, 483, 485 - Student Teaching: Secondary
ESE 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related
settings is required prior to student teaching. Students spend approximately 20 hours per term in field experiences.
Undergraduate Content Area Requirements
The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have
majored in a field in which we offer licensure must have their previous coursework evaluated by the major department
at Augsburg. Two or more content area courses tied to Minnesota licensure standards are generally required, even with
a completed academic major.
Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure
standards and if a grade of C or better was achieved. Coursework older than five years is judged on a case-by-case basis.
Specific course requirements for each content area are on file in the Education Department.
Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program.
See the MAE program director for approval to use graduate level transfer courses in the degree program.
Special Education
Augsburg College offers licensure in K–12 Special Education: Academic Behavioral Strategist (ABS). This program
qualifies students to teach in special education programs and positions working with students with mild to moderate
disabilities in the areas of emotional/behavioral disabilities, learning disabilities, autism spectrum disabilities,
developmental and cognitive disabilities and other health disabilities. This program is built on an inclusive education
model. Under this model, students learn how to work closely with both special and general educators to facilitate
inclusion of special education students into the regular education classroom. Five years after being licensed, teachers
must extend their license in one of the above categories through additional coursework.
Also available is the Naadamaadiwin Tribal Special Education Cohort (temporarily suspended for 2016)—this graduate
licensure program in Special Education: EBD/LD is designed and taught from an American Indian perspective. It is offered
in collaboration with the University of Minnesota-Duluth as a hybrid (partly face-to-face and partly online) cohort
program. The licensure courses can be applied towards the MAE degree. See the Education Department and for more
information. The ABS licensure program is offered through weeknight and summer schedules. The Naadamaadiwin
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Tribal Special Education Cohort program is offered primarily online with weekend sessions at the beginning and end of
each semester.
Licensure Requirements
Licensure requirements are offered at both the undergraduate and graduate level. Classes will include both
undergraduate and graduate students, with graduate students having additional course responsibilities. Graduate
courses are taken at the 500 level. All courses must be taken for licensure, and up to seven courses may also be applied
toward the master’s degree in education. The following courses for the ABS license are offered at both the
undergraduate and graduate levels:
EDC 200/522 - Orientation to Education in an Urban Setting*
EDC 206/566 - Diversity/Minnesota American Indians
EDC 310/533 - Learning and Development in an Educational Setting*
EDC 410/544 - Learners with Special Needs*
EED 225/524 - Foundations of Literacy
EED 325/525 - K-6 Methods: Literacy*
EED 350/550 - K–6 Methods: Math*
EED 360/560 - K–6 Methods: Science*
SPE 410/510 - Implementing Assessment Strategies*
SPE 411/511 - Etiology and Theory of Mild to Moderate Disabilities
SPE 415/515 - Theory to Practice*
SPE 425/525 - Transition and Community*
SPE 430/530 - Instructional and Behavioral Practices*
SPE 490/540 - Parent and Professional Planning
To complete the ABS license students will also need to complete certain requirements at the undergraduate level:
HPE 115 - Chemical Dependency Education
MAT 137 - Mathematics for Elementary Teachers I
EDC 220 - Education Technology
EDC 330 and 332 - Building the Public Good: Public Achievement and Organizing
EDC 331 and 333 - Practicum in Public Achievement
EED 326 - Elementary Reading K-6 Field Experience* (taken concurrently with EED 325/525)
SPE 481,483 - Student Teaching: Elementary Special Education
SPE 485, 487 - Student Teaching: Secondary Special Education
SPE 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience required as part of this course.
This program is based on an innovative internship model that allows students employed in special education classrooms
to fulfill a portion of their special education field experience requirements while they work. Students not employed in
these settings are expected to complete a significant number of volunteer hours in special education settings. All must
complete field placements or student teaching in classrooms serving these populations. Hours must be completed
across elementary, middle school, and high school and include experiences with the five areas of disability that are part
of this license. Specific information on field experience requirements is available from the Education Department.
Licensure Requirements—EBD/LD–Naadamaadiwin Special Education Tribal Cohort
This program is available only at the graduate level. Courses are taught in a hybrid fashion, partially face-to-face and
partially online. Courses are available only to those admitted to the special education tribal cohort program.
(Temporarily suspended, 2015)
SPE 501 - Historical and Contemporary Issues in American Indian Education
SPE 503 - Assessment of American Indian Learners
SPE 504 - Working with American Indian Families and Communities
SPE 505 - The Manifestation of Multigenerational Trauma and Internalized Oppression
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SPE 506 - Indigenous Learners
SPE 507 - Indigenous Methods of Instruction: Practical Application
SPE 508 - Professional Issues and Development
SPE 509 - Literacy Instruction for American Indian Learners with Exceptionalities
SPE 481, 483 - Student Teaching: Elementary Special Education
SPE 485, 487 – Student Teaching: Secondary Special Education
K-12 English as a Second Language (ESL) License
The K-12 English as a Second Language license is available as an initial license as well as an endorsement to an existing
license. This license qualifies teachers to work with K-12 students for whom English is a second language across a range
of subject areas. The K-12 ESL licensure program is comprised of both undergraduate and graduate courses; up to seven
of the graduate courses can apply to the completion of the MAE degree. Graduate-level licensure coursework (500 and
above) is available to students who already hold a bachelor’s degree and have been admitted to the MAE program. A
pre-requisite to program admissions is two years of high school level or one year of college level language instruction.
The K-12 ESL program is offered in a hybrid format which means that courses are a mix of face to face and online
instruction. Classes are offered during the academic year in the evening semester framework and during summer
session to make them accessible to working adults. This license is also offered as an undergraduate major to Augsburg
Undergraduate (AU) students seeking a baccalaureate degree.
The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for
licensure, and up to seven also may be taken at the graduate level and applied toward the master’s degree in education.
EDC 200/522 - Orientation to Education in an Urban Setting*
EDC 206/566 - Diversity/MN American Indians
EDC 310/533 - Learning and Development in an Educational Setting*
EDC 410/544 - Learners with Special Needs*
EED 325/525 - K-6 Methods: Literacy*
ESE 325/525 - Creating Learning Environments*
ESL 330/510 - History and Structure of the English Language
ESL 340/520 - ESL Literacy*
ESL 490/530 - Language, Culture, and Schools
ESL 420/540 - ESL Methods*
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
EED 326 - Elementary Reading K-6 Field Experience (taken concurrently with EED 325/525)
ESL 310 - Second Language Acquisition
ESL 320 - Introduction to Linguistics
ESL 410 - ESL Testing and Evaluation
ESL 481, 483 - Student Teaching: Elementary
ESL 485, 487 - Student Teaching: Secondary
ESL 489 - Teacher Performance Assessment and Student Teaching Seminar
*This course has a 20 hour field experience attached to it.
Student Teaching
Students are required to complete student teaching for initial and additional licenses (unless otherwise indicated). In the
MAE program, student teaching is generally completed before finishing the degree. Students can apply for licensure at
this point and finish the degree later. Student teaching for elementary, secondary, and K-12 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 eight to twelve semester credits of student teaching and a two
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semester credit edTPA and student teaching seminar. They meet at Augsburg College for student teaching seminars
several times during the term. Most student teaching placements are in the Minneapolis/St. Paul metropolitan area and
Rochester. However, students do have the opportunity to student teach abroad, where students complete a 10-week
student teaching experience in the metro area and then complete another student teaching experience abroad.
Opportunities to teach abroad are available around the world, and it is a wonderful way to build a global perspective in
education. Additional information is available through the Education Department.
Curriculum—Graduate Degree Completion Options
Students take graduate coursework as part of the licensure program. This coursework forms the Master of Arts in
Education licensure core, with between four to seven Augsburg graduate-level licensure courses fulfilling master’s
requirements. Students bringing fewer than seven graduate-level licensure courses or 21 semester credits into the
degree program must complete additional Master of Arts in Leadership (ML) or education graduate courses to reach the
required 30-33 semester credits for the MAE degree.
To finish out the master’s degree, students will need to complete one of the following options.
Action Research Degree Completion Option (Minimum 30 credits)
This degree completion option requires a minimum of three classes totaling at least nine semester credits: a Master of
Arts in Leadership (ML) elective, EDC 592 Action Research 1, and EDC 593 Action Research 2. The action research courses
guide the student through completion of a long-term action research project, typically conducted in the student’s
classroom and focused on a question or concern identified by the student. The research is presented at an action
research symposium and a formal written report of the research is placed in Lindell Library. The coursework for action
research is designed to be completed in two semesters; the project itself is done once the research is presented at an
action research symposium and the paper is accepted for placement in Lindell Library. Additional terms beyond those in
which the courses are completed are available through continuing registration for up to 12 semesters at no further
charge.
Leadership Application Project (LAP) Degree Completion Option (Minimum 30 credits)
This degree completion option requires a minimum of three classes totaling at least nine semester credits: an ML
elective, EDC 514 – Research Methods - Education focus or ML 514 - Evaluating Empirical Research and EDC 585 Leadership Application Project. Students electing this degree completion option do so because they are interested in
developing an educational product that meets an identified need.
The goal for those developing an educational product is to identify an issue or problem related to their practice, and
after researching available literature, develop a solution to the problem or issue. The solution might be developed in
the form of a curriculum, a workshop, a set of informational materials, a website, an article for publication or other
appropriate educational product.
This option is completed with a final oral presentation and placement of the final paper in the Lindell Library.
Additional terms beyond those in which the courses are completed are available through continuing registration for
up to 12 semesters at no further charge.
Performance Assessment/Teacher Leadership Degree Completion Option (Minimum 33 credits)
This degree completion option focuses on the theme of the MAE degree program - teacher leadership - and requires a
minimum of the following four classes:
One ML leadership-focused course
EDC 570 - Teacher Leadership
EDC 514 - Research Methods (ML 514 can be substituted if necessary)
EDC 594 - Performance Assessment Project
Students electing this degree completion option do so because they are especially interested in considering leadership
within the context of education and themselves as potential change agents. EDC 594 must be taken as the last course in
this sequence. Students finish their degree through this option with the successful completion of these four classes.
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Alternate Settings—MAE in Rochester
In step with Augsburg College’s excellent reputation in the field of education, the Master of Arts in Education program is
also offered in Rochester, MN. Licenses are available in elementary education and special education: ABS. Classes
primarily meet weekday evenings and summer at Bethel Lutheran Church in Rochester.
Elementary education
The K-6 elementary education license allows students to teach in grade K-6. Augsburg College offers this license at the
graduate level to students who already hold a bachelor’s degree and meet admissions requirements. Courses for this
license are available in Rochester.
Special education
The K-12 Academic Behavior Specialist (ABS) program is designed for students currently working with or planning to
work with students with mild to moderate special needs. The program leads to Minnesota teaching licensure in special
education and the ability to work with students whose special needs are categorized as EBD, LD, DCD, ASD, and/or OHI.
All courses for these licenses are available in Rochester.
The Performance Assessment degree completion option is offered in Rochester as needed, typically every other year.
MAL Elective Courses
At least one elective must be taken from the Master of Arts in Leadership courses. The following are recommended, but
others may also be used. Course descriptions can be found in the MAL portion of the graduate catalog.
ML 510 - Visions of Leadership: A Historical and Literary Journey
ML 511 - Creativity and the Problem-Solving Process
ML 520 – Self-Identity and Values: Keys to Authentic Leadership
ML 530 - Ethics in Communication
ML 531 - The Dynamics of Change
ML 545 - Decision Making and Leadership
ML 550 - Communication, Decision Making, and Technology
ML 560 - Cultural Competence and Effective Leadership
ML 565 - Women and Leadership
ML 599 - Topics
For a complete list of courses and descriptions, see the Course Description Search.
Admission to MAE
Admission Requirements
Students admitted into the MAE licensure and degree programs must have:
Bachelor’s degree from a regionally-accredited four-year institution
Cumulative grade point average of 3.0 or higher (required for full admission for the graduate licensure option and
degree program). Students with a cumulative grade point average of 2.5-2.99 may be admitted conditionally into the
graduate licensure program. To be admitted to the MAE degree completion program, all students must have a 3.0 or
better Augsburg GPA.
Application Checklist
The following items must be sent to the Augsburg Office of Admissions:
Completed application form - www.augsburg.edu/mae
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$35 non-refundable application fee
Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg
Official academic transcripts from all previously attended post-secondary institutions (including colleges,
universities, vocational/technical schools, and PSEO institutions) sent directly to the Admissions Office.
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students.
Transfer Policy
Acceptance of previous education coursework completed at institutions other than Augsburg College is limited. Most
courses that have not been completed in the last seven years are considered to be too old to transfer and need to be
completed as part of one’s program at Augsburg. EDC 310/533 - Learning and Development, EDC 220 - Education
Technology, and ESE 3XX - K-12/5-12 Special Methods in Content Area are courses which may have a shorter acceptance
time frame. Additional information on the transfer policy is available through the Education Department.
Credit Evaluation: An official transfer credit evaluation of previous academic work will be completed as part of the
admissions process. Education coursework is evaluated by the Education Department. For secondary licenses, content
area coursework is evaluated by the content area department. This process is initiated as part of the admissions process.
Generally, the requirement for secondary licensure is that two or more classes in the content area must be taken at
Augsburg, even with an undergraduate major in the field. In all cases, previous undergraduate courses must have
received a grade of C or better to be eligible for transfer. Previous graduate coursework must have received a grade of B
or better to be considered.
Acceptance into the MAE Program
Application files are reviewed by the MAE director. Applicants are notified of the admission decision by the Office of
Admissions, usually within one to two weeks after the application file is complete. Applicants whose cumulative
undergraduate GPA is below 2.5 will not be admitted into the MAE program; however, these applicants can be
reconsidered when additional undergraduate coursework raises the cumulative undergraduate GPA to 2.5 or above. An
exception to this occurs when the applicant has completed an advanced degree with a cumulative GPA of 3.0 or better.
Under these circumstances, the applicant can be considered for full admission into the MAE degree and licensure
programs.
Advising and Registration
Admitted students are able to participate in academic advising and the registration process. Typically, first-term
registration occurs with intake advising. After the first term, students generally are able to register online through
Records and Registration. All students are assigned an Education Department advisor early in the first semester of
courses.
Academic Policies
Application to the Education Department
Once accepted to the College and the MAE program, students may take designated courses in education and content
areas. Prior to beginning the methods courses within a program, students must be admitted to the Education
Department. This admissions process is outlined in the EDC 200/522 - Orientation to Education and in admissions
handbooks, which are available through the Education Department.
Academic Achievement
All MAE students are expected to achieve and maintain 3.0 or better GPA in their Augsburg course work. Students
whose cumulative GPA falls between 2.5 and 2.99 at the end of their licensure program are able to complete the license
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but are not eligible for the degree. Students with cumulative GPA’s below 2.5 may not student teach and are subject to
academic probation and possible dismissal.
In all cases, a cumulative GPA on the Augsburg graduate transcript must be at 3.0 or better to be admitted to the degree
completion component of the MAE degree. Students who are ready to begin the degree completion component must
file an Intent to Complete form (available through the MAE coordinator) at which point a transcript review is completed
to confirm the 3.0 or better GPA and to determine the completed courses that apply to the degree and the courses that
remain.
Minimum Grade Policy
Students who fail to maintain a cumulative 2.5 GPA in a given term are notified that they must raise their GPA to the
required level. Students who receive below a 2.0 in any undergraduate course or 2.5 in any graduate course required for
licensure are expected to repeat the course as soon as possible and raise the grade to the appropriate level.
Dismissal from Licensure and Degree Program
Students may be dismissed from the licensure program prior to and during student teaching for failure to maintain
appropriate academic and teaching-based performance standards, for gross violation of College policy, and/or for
conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures
described in the Education Department Handbook available through the Education Department. Students have the right
to appeal dismissal from the licensure program on the grounds of procedural error, using the College’s program
dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg Student
Guide. Students who fail to complete the license may have the option to finish the degree.
Fieldwork Requirements
Fieldwork experiences are tied to several licensure courses. In most cases, these experiences are conducted within a
service-learning framework, providing service to the school and classroom while also providing students’ opportunities
for focused reflection linked back to course objectives. In general, students should plan for a minimum of 20 hours field
experience per term. When multiple courses with field experience are taken in the same term, the requirements expand
accordingly. Students in field experiences are evaluated by their host K-12 teachers on the basis of criteria drawn from
the Minnesota Standards of Effective Practice. Evaluations are kept in the students’ Education Department files and
used in decisions regarding progress through the program and student teaching. A full description of field experience
requirements is available in the Education Department Handbook.
Readmission and Withdrawal
Students in good standing who fail to register for courses for two terms (not including summer) are withdrawn from the
MAE program. To be readmitted to the College and the MAE program, students file a Readmission form through the
Registrar’s Office.
Program Costs
In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the
department, as well as liability insurance at the student rate during student teaching and the cost of a background check
for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs
above and beyond the charge for tuition.
Full-time Faculty
Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological
Seminary; PhD, University of Minnesota.
Margaret J. Finders, Associate Professor of Education. BA, University of Iowa; MA, University of Iowa; PhD, University of
Iowa.
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Jeanine Gregoire, Associate Professor of Education. BS, MA, PhD, University of Minnesota.
Audrey Lensmire, Assistant Professor of Education. BA Indiana University; MAT National Louis University; PhD University
of Minnesota.
Rachel M. Lloyd, Assistant Professor of Education. BS, Carleton College; MA, University of Minnesota; PhD, University of
Minnesota.
Susan O’Connor, Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University.
Donna Patterson, Assistant Professor of Education. BA, MEd, University of Minnesota.
Christopher Smith, Assistant Professor of Education. BS Purdue University; MS Purdue University; PhD University of
Minnesota.
Jennifer Diaz, Assistant Professor of Education. B.S. Elementary Education, University of Wisconsin-Madison. M.S.
Curriculum and Instruction, Ph.D. Curriculum and Instruction, University of Wisconsin-Madison.
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Master of Arts in Leadership
MAL Mission
The purpose of the Master of Arts in Leadership (MAL) program is to develop leaders for organizations, the community,
and society. Organizations seek leaders who possess:
An ethically and morally responsible vision
An understanding of how change occurs and how it can be managed
A 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
The ability to inspire and motivate people to work toward a common goal
The Augsburg leadership development model provides a framework through which the program recruits its students and
develops their skills.
Program Overview
The study of leadership is central to Augsburg College. The College mission statement says, “Augsburg College educates
students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” The Master of Arts in
Leadership is quintessentially Augsburg. The integrated liberal arts perspective on leadership education is what we think
of as the “Augsburg difference.”
The Master of Arts in Leadership is the core program of Augsburg’s Center for Leadership Studies (CLS). Developed and
launched in 1987, it is Augsburg’s oldest graduate degree and one of the oldest leadership graduate degrees in the
United States. The program responds to the leadership development needs of both for-profit and not-for-profit
organizations. MAL has a deep theoretical base in leadership studies, yet also offers its students practical approaches to
leadership that can be applied in the workplace and society.
Leadership Development Model
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
Works toward progress for the individual and the organization
To accomplish this, individuals aspiring to positions of leadership must possess three key attributes: a sense of vision,
the ability to persuade, and the ability to direct action. Underlying these attributes are abilities and awareness, outlined
in the Leadership Development Model, which serve as specific outcomes for the MAL program. Augsburg’s model of
leadership development is designed to assess, promote, enhance, and refine these capabilities within the individual.
Learning Goals and Outcomes
The MAL program is designed to support students in developing the knowledge and skills to:
Explore the nature and practice of leadership in a wide variety of dynamic organizational and community settings
Develop a personal understanding and philosophy of leadership
Aspire to be responsible leaders who are informed citizens, critical thinkers, and thoughtful stewards
Enhance knowledge of self and the capacity to be reflective learners
Analyze and navigate increasingly complex changing environments
Formulate and articulate a shared vision in order to inspire others to achieve desired goals
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MAL Courses
Each course encourages pursuit of the designated outcomes and uses a variety of learning techniques appropriate to
adult learners. Instructional techniques include case studies, debate, written and oral presentations, and group activity.
These techniques develop targeted leadership abilities and understanding. Students are encouraged to see abilities and
understandings as cross-disciplinary and to view content areas as integrated. The program reflects the view that the
world in which we operate is complex and that dealing with it successfully requires well-developed integrative abilities.
Plan of Study
Accommodating the Full-Time Work Schedule
Designed to meet the needs and preferences of working adults, the MAL program is based on the assumption that the
students who enroll are career-oriented, self-disciplined, and well-motivated individuals seeking a balance of classroom
experience, group interaction, and individual study. Courses are organized as seminars with the opportunity for
discussion and dialogue.
The program features classes taught by faculty from multiple disciplines and offers two formats to allow students to
choose the option that works best for them. Both formats offer a combination of classroom and online learning styles in
different proportions. The classic classroom format emphasizes face-to-face instruction augmented by online work. The
integrated hybrid format combines online and intensive learning experiences with occasional sessions in a traditional
classroom setting.
Two Convenient Formats: Classic Classroom and Integrated Hybrid Cohort
Overview of Classic Classroom Format
For nearly 30 years, our classic classroom format has featured a flexible choice model that allows students to select
courses that focus on individual goals, interests, and learning style. Students can also determine the pace at which they
move through the program. This format offers numerous electives and allows for individualized studies. Some online
work is incorporated into this format.
Schedule
During fall and spring semesters, classes usually meet every other Saturday morning or afternoon for four hours.
Additional instruction time is provided online. Seven Saturday sessions are included in one semester. Some select classes
meet on Monday evenings. Students can take a combination of Saturday and Monday courses.
A sample class schedule in the classic classroom format:
Period I
Saturday
8:00 am to 12:00 pm
Period II
Saturday
1:00 pm to 5:00 pm
Period III
Weeknights
6:00 pm to 9:45 pm
Note: Each class taken commits a student to Period I, Period II, or Period III, an average of two meetings a month. A few
courses are taught on an immersion model, which features fewer but longer sessions.
The MAL program also offers summer semester courses in seven-week, fourteen-week, or special immersion formats.
Most summer semester courses meet on weeknights from 6:00 pm to 9:45 pm rather than on Saturdays.
Curriculum
Four core courses:
ML 505 - Foundations of Leadership
ML 514 - Evaluating Empirical Research
ML 580 - Colloquium on Contemporary Theories of Leadership
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ML 585 - Integrating the Theory and Practice of Responsible Leadership (Capstone Course)
Seven electives, selected from more than 20 offerings*
*Students may petition the program to do a thesis in place of two of the elective courses. Students who do the thesis
are required to develop and carry out an in-depth study of some aspect of leadership or of a leadership-related topic
and register for ML 592 Thesis Consultation I and ML 593 Thesis Consultation II. Students electing to write a thesis are
still required to take ML 585 to complete the program.
Elective courses for the Classic Classroom format
The MAL program requires that seven elective courses be selected from the following course list. All courses are 3
semester credits:
ML 510 - Visions of Leadership
ML 511 - Creativity and the Problem-Solving Process
ML 520 - Self-Identity and Values: Keys to Authentic Leadership
ML 527 - Spirituality and Leadership in the Workplace
ML 530 - Ethics in Communication
ML 531 - The Dynamics of Change
ML 535 - Organization Theory and Leadership
ML 536 - Facilitating Organizational Change
ML 538 - Communication Skills for Leadership
ML 539 - Communicating a Self in the Modern Organization
ML 540 - Political Leadership: Theory and Practice
ML 545 - Decision Making and Leadership
ML 548 - Coaching and Consulting
ML 550 - Communication, Decision Making, and Technology
ML 553 - Design and Leadership
ML 557 - Language of Leadership
ML 560 - Cultural Competence and Effective Leadership
ML 563 - Leadership in a Global Society
ML 565 - Women and Leadership
ML 570 - Negotiation: Theory and Practice
ML 574 - Strategic Leadership
ML 575 - Constructive Conflict Resolution
ML 576 - Leading Innovation
ML 577 - Universal Responsibility and Leadership: A Nicaraguan Experience
ML 598 - Independent Study
ML 599 - Topics
Overview of Integrated Hybrid Cohort Format
A combination of online, classroom, and experiential learning
The integrated hybrid model is completed in two years with a combination of intensive face-to-face sessions and online
coursework. Students complete the program with a cohort of peers representing many different perspectives. Students
learn from each other and build relationships that will provide support throughout the program and a valuable network
for the future.
Schedule
After starting with a five-day summer experience, classes meet on a semester schedule September through mid-April
(fall and spring semesters) and mid-May through mid-August (summer semester). Coursework will be online and
supported by three on-campus class sessions per term.
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Curriculum
*ML 505 - Foundations of Leadership
ML 512 - Responsible Leadership for the 21st Century (Intensive)
*ML 514 - Evaluating Empirical Research
ML 520 - Self-Identity and Values: Keys to Authentic Leadership
ML 535 - Organization Theory and Leadership
ML 553 - Design and Leadership
ML 563 - Leadership in a Global Society
ML 574 - Strategic Leadership
ML 577 - Universal Responsibility and Leadership: A Nicaraguan Experience (or alternative elective)
*ML 580 - Colloquium of Contemporary Theories of Leadership
*ML 585 - Integrating the Theory and Practice of Responsible Leadership (Capstone Course)
* Core courses offered in the integrated hybrid format (required for all students)
A sequenced list of seven electives is prepared for each cohort. In the cohort program, students complete 11 courses,
including a capstone course (ML 585).
MBA/MAL Dual Degree
The dual degree program takes advantage of the intellectual benefits of studying business administration and leadership
in a coordinated program. It leverages Augsburg’s long tradition of graduate leadership training via the MA in Leadership
with the robust demand for business education through our MBA program. The dual degree provides students with the
leadership skills needed to run a business and, at the same time, helps them develop the comprehensive outlook they
need to thrive in today’s interconnected world.
A minimum of 18 Augsburg courses completes the MBA/MA in Leadership dual degree, including at least 7 MBA
courses and 7 MA in Leadership courses.
The following dual degree program requirements must be met.
7 courses are required from MBA courses:
MBA 510 – Applied Managerial Economics
MBA 520 – Accounting for Business Managers
MBA 530 – Managerial Finance
MBA 540 – Business and Professional Ethics
MBA 550 – Marketing Management
MBA 570 – Quantitative Decision Making for Managers
MBA 580 – Management Consulting Project
4 core courses are required from MA in Leadership courses with 3 MAL elective courses:
ML 505 – Foundations of Leadership
ML 514 – Evaluating Empirical Research
ML 580 – Colloquium on Contemporary Theories of Leadership
ML 585 -- Integrating the Theory and Practice of Responsible Leadership
ML Electives (3)
Three Focus Area Courses
Students will choose one course from each of the focus areas:
Focus Area #1: Organizational Development
MBA 545 – Organizational Behavior
ML 535 – Organization Theory and Leadership
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Director approved course with organizational development focus
Focus Area #2: Global/Multicultural Perspective
MBA 565 – Managing in a Global Environment
ML 560 – Cultural Competence and Effective Leadership
ML 563 – Leadership in a Global Society
Director approved course with global/multicultural focus
Focus Area #3: Strategic Leadership
MBA 595 – Strategic Management
ML 574 – Strategic Leadership
Director approved course with strategic leadership focus
One Additional Elective Course
Elective course may be taken in either MBA or MA in Leadership Program
Admission to the Dual Degree Program
Admission for the dual degree program is handled on a “rolling” basis and requires applicants to hold a bachelor’s
degree from a regionally accredited four-year college or university. Official transcripts from all post-secondary
institutions are required as well as a current résumé and two recommendations. An interview with the program director
is also part of the admissions process.
Although we do accept the GMAT and GRE, we also offer candidates an alternative math and writing profile assessment
entitled the Individual Learning Profile (ILP) which provides a picture of candidate’s math and writing (verbal)
competency detailing strengths and areas of improvement. The profile is not an admissions screening instrument and
will be used as a platform to develop a skills improvement plan for students should they need it.
Earning the dual degree during or after the MBA or MA in Leadership program
Students who are currently enrolled in the MBA or MA in Leadership program or alumni who wish to return to
Augsburg may add the dual degree to their existing degree by completing most of the same requirements listed on the
front of this page. Students may use previously completed application pieces and coursework to help meet these
requirements.
Returning students may complete an abbreviated application form after consultation with the MBA or ML program
director. Upon entering the MBA program, a quantitative online profile assessment must also be taken. This is used as a
platform to enhance skills, if needed.
Students with an MA in Leadership who wish to add the dual degree will take a minimum of 7 required MBA courses.
Students will complete one course in each of the 3 focus areas if they did not complete these courses during their MAL
program. Each student’s program will be slightly different based on their prior course selections.
Students with an MBA will complete 4 required and 3 elective MA in Leadership courses. Students will need to complete
one course in each of the 3 focus areas if they did not complete these courses during their MBA program. Each student’s
program will be slightly different based on their prior course selections.
Students in both programs will meet individually with the program directors to determine whether their completed final
project meets the criteria aligned with the dual degree final project. Directors may ask that the project be modified or
added to or ask the student to complete another project. These decisions will be made on a case-by-case basis.
The Graduate Certificate in Leadership Studies
The certificate program is an attractive option for people who want to develop their leadership skills without
undertaking a full degree program. A certificate is awarded after completion of three Augsburg MAL courses in
leadership. Students pursuing this option take ML 505 - Foundations of Leadership and two additional electives. All three
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courses may count toward an MA in leadership. No more than one course may be double counted in another Augsburg
graduate degree program. The normal application process is used for students who wish to pursue the 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
Saturday and weeknight schedule. Refer to the MAL program schedule for the list of courses each year and to the
accounting program coordinator for a detailed academic plan. Students should meet with both the MAL director and an
accounting advisor to create an effective plan for successful completion of the five-year program.
General Requirements for the Accounting/MAL Program
Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of
their junior year. The application process includes submission of:
Completed application form
Two letters of recommendation (one from a professor and one from an employer)
Personal statement
Example of applicant’s writing in an academic paper
GPA of at least 3.30
Interview with the Director of the MAL program
Students must also have faculty endorsement from the Accounting program. Students must complete at least one year
of accounting work experience (either a job or internship) by the time they graduate from the MAL program.
Program Coordinator: Professor Stu Stoller.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the Master of Arts in Leadership Program
Admission Requirements
Applicants to the program must have:
Bachelor’s degree from a regionally-accredited, four-year college or university
Minimum cumulative undergraduate grade point average of 3.0 and a minimum cumulative grade point average of
3.0 for graduate courses completed at an accredited college or university. Should an applicant not meet the
minimum admission requirements, a conditional admission may be possible as decided on a case-by-case basis.
Applicants to the program must have two years of experience (or equivalent) with one or more organizations in a
position of leadership or position demonstrating leadership potential.
Applicants holding a master’s or other advanced degrees from accredited colleges or universities are admissible.
Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee.
Admission is handled on a “rolling” basis, with students admitted at the beginning of the fall, spring, and summer
terms. Selection of candidates will be made on the basis of an evaluation of each applicant’s:
Previous college record
Letters of recommendation
Experience and organizational background
Written statement
Interview, if requested
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Application Checklist
The following materials must be submitted to the Office of Admissions:
Completed application form
$35 non-refundable application fee (waived if online application is used)
A 1-3 page statement relating the applicant’s career and life goals to leadership aspirations
Recommendation letter from an immediate supervisor, assessing leadership potential
Recommendation letter from a work colleague (at the same level) describing the applicant’s work style and
leadership potential
Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s)
conferred
Official transcripts from all graduate institutions attended, listing courses taken and degree(s) conferred, if any.
Résumé
Applicants may be asked to participate in an interview with graduate program faculty and/or staff members.
For further information, contact: Office of Admissions, 612-330-1101, gradinfo@augsburg.edu or
www.augsburg.edu/mal.
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outline in Admission of International Students in the Graduate Admissions section.
Academic Policies
Academic Evaluation
Courses not offered on the numbered grading system are noted in the course descriptions in this catalog as being
graded on P/N basis. In order to receive a grade of P, a student must achieve at least a grade of 3.0. No more than two
courses with a grade below 3.0 will count toward the degree. No more than two courses with a grade of or below 2.5
can be repeated. Only the credits and grades earned the second time are counted in the grade point average. Any
course with a grade of 2.0 or lower will be transcribed as 0.0 academic credit.
In order to graduate, a student must have a cumulative GPA of 3.0 or above. All required courses and the final projects
must be successfully completed. A student registered for a final course may be permitted to participate in
commencement but will not receive a diploma until all courses are successfully completed.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be
placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a
student to be removed from probation. If a student receives a grade of N or 0.0 in a course, the student must petition
successfully with the MAL director before being allowed to continue in the program. A plan for the student to follow
would be outlined at that time. If a second grade of N or 0.0 is received, the student may be dismissed from the
program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of College
policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed.
MAL Program Enrollment Policy
Students normally take either one or two courses per semester. Enrolling in two courses per semester (including
summer semester) enables a student to complete the coursework in the program within two years.
Students who are away from classes for one year or longer must complete an Application for Readmission and submit it
to the Registrar’s Office. Students who have been out of the program for more than two years may, at the discretion of
the program director, be required to take additional courses to refresh their understanding of the field.
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Accreditation and Affiliation
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a
complete list of Augsburg’s accreditation, approvals, and memberships, in the Accreditation, Approvals and
Memberships section.
MAL Faculty
Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin.
John Benson, Professor Emeritus of Religion. BA, Augsburg College; BD, Luther Theological Seminary; MA, PhD,
Columbia University.
Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota.
Joseph A. Erickson, Professor of Education. BA, MA, University of St. Thomas; MA, Luther Seminary; PhD, University of
Minnesota.
Stephen K. Erickson, Instructor of Leadership Studies. BA, Augsburg College; JD, University of Minnesota. Vice President
and Advanced Practitioner, Erickson Mediation Institute.
Garry Hesser, Martin Olav Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological
Seminary; MA, PhD, University of Notre Dame.
Lucinda Hruska-Claeys, Instructor of Leadership Studies. BS, University of Minnesota; MA, Southern Illinois UniversityCarbondale; JD, University of Minnesota; MAL, Augsburg College. Attorney at Law and Vice President for Wells
Fargo Bank (retired).
David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of
Minnesota.
Velma J. Lashbrook, Assistant Professor of Leadership Studies. BS, Iowa State University; MS, Illinois State University;
EdD, West Virginia University.
Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD,
University of St. Thomas. Chair, Department of Organizational Management, Concordia University.
Marilyn S. McKnight Erickson, Instructor of Leadership Studies. BA, Augsburg College; MA, St. Mary's University;
President and Advanced Practitioner, Erickson Mediation Institute, Mpls.
Thomas Morgan, Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of
Oregon; PhD, University of Minnesota.
Norma C. Noonan, Professor Emerita of Political Science and Leadership Studies, former Director of the Center for
Leadership Studies and the MAL Program (1993-2011). BA, University of Pennsylvania; MA, PhD, Indiana
University.
Diane Pike, Professor of Sociology. AB, Connecticut College; PhD, Yale University.
John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of
Texas-Austin.
Alan Tuchtenhagen, Assistant Professor of Leadership Studies and Director of the Center for Leadership Studies and the
MAL Program. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University.
Joseph Volker, Instructor of Leadership Studies. BA, University of California-Irvine; MA, PhD, University of Minnesota.
Vice President and Practice Area Leader, MDA Leadership Consulting Inc.
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Master of Arts in Nursing and Doctor of Nursing Practice
Welcome to graduate nursing education at Augsburg College. Our classes are made up of students representing a
dynamic mix of cultures, spiritual traditions, and life-ways. It is exciting for us to offer experienced nurses transforming
educational opportunities and engaging transcultural encounters that expand career choices and advance nursing
practice.
The increasing diversity of our population today challenges all of us to respond to individual health care needs with
creativity and competence in a variety of emerging care settings. The Master of Arts in Nursing program is designed to
prepare nurses for those evolving contexts of care. Students can choose between two tracks of study: Transcultural
Nursing and Transformational Nursing Leadership. Each track of study emphasizes leadership skills, inter-professional
collaboration and ways to serve persons in a variety of care settings.
The post-master’s Doctor of Nursing Practice (DNP) program builds on the MAN and prepares nurses for innovative
health leadership and advanced nursing practice at local and system-wide levels. Drawing on a transcultural nursing
(TCN) foundation, the DNP-TCN curriculum embraces integrative health care and holistic nursing practice to maximize
health for individuals and communities. Emphasis is on eliminating health inequities through peaceful, just, and
collaborative actions that uphold and improve human potential. Students design their own scholarly paths defined by
their unique gifts, interests, and practice goals. Throughout the DNP-TCN program, there are a range of opportunities for
collaboration across cultures, socio-economic strata and care systems.
The post-BSN (Bachelor of Science in Nursing) to DNP/Family Nurse Practitioner (DNP/FNP) track of study prepares
nurses for advanced nursing leadership and integrative primary care of families across cultures and care settings. Using
transcultural nursing as a foundation, the DNP/FNP curriculum embraces integrative healthcare and holistic nursing
practice. The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead change, while
addressing health needs and concerns of families and communities. Nursing scholarship and advanced autonomous
practice frame the critical exploration of knowledge in transcultural nursing, integrative healthcare practices,
transformational leadership, and health assessment.
Classes in both the DNP and MAN programs are offered on the Augsburg campus and at Bethel Lutheran Church in
Rochester, MN, where our learning site is located. Class formats vary: face-to-face, video conferencing or immersions
with on-line components. However, students and faculty are committed to driving from one site to the other at least
once during each semester to be physically present and together. Building relationships is important to us. Program
faculty and staff are available at both sites and eager to assist students.
Joyce P. Miller, DNP, RN
Lisa M. VanGetson, DNP, RN, FNP-C, APHN-BC
Chair, Department of Nursing
Director, Doctor of Nursing Practice –
Director, Master of Arts in Nursing Program
Family Nurse Practitioner Program
and Doctor of Nursing Practice Program Transcultural Nursing Track
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Master of Arts in Nursing
Mission
Within the context of liberal arts education and guided by the values of the Lutheran Church, the Master of Arts in
Nursing program prepares nurses for transformational leadership and transcultural nursing practice across care settings
with particular emphasis on promoting health equity locally and globally.
Students select from two tracks of study—Transformational Nursing Leadership or Transcultural Nursing. Both tracks
prepare nurse leaders to assume a wide variety of roles and responsibilities throughout the healthcare system and in
emerging care settings in communities.
Curriculum
The MAN curriculum is organized into 33 semester credits –15 semester credits in a Nursing Core, in which all students
enroll, and 18 semester credits in one of the two Tracks of Study. Practica are taken concurrently with most courses and
are integrated throughout the program. Each semester credit of practicum is equal to 45 clock hours of practice.
Students select a track of study when applying to the program, however, this is not essential until after one’s first
semester. Students may study full-time (6-8 semester credits per term) or part-time (4 semester credits per term). Time
to degree completion takes an average 22 months when studying full-time, and 32 months when studying part-time.
Nursing Core Courses (15 semester credits)
The core nursing courses integrate a strong foundation of social justice incorporating multiple ways of knowing with
curricular emphasis on nursing science, art, and theory to guide practice.
NUR 500 - Transcultural Health Care (3 semester credits)
NUR 500P - Practicum: Transcultural Health Care (1 semester credit)
NUR 541 - Politics of Health (3 semester credits)
NUR 541P - Practicum: Politics of Health Care (1 semester credit)
NUR 505 - Theoretical Foundations for Advanced Nursing Practice (3 semester credits)
NUR 505P - Practicum: Theoretical Foundations for Advanced Practice Nursing (1 semester credit)
NUR 520 - Research Methods in Nursing (3 semester credits)
Transformational Nursing Leadership Track (18 semester credits)
The Transformational Nursing Leadership track is designed to develop nurse leaders’ ability to critically analyze,
articulate, and develop effective strategies to cope with high level health care inequities. Curricular emphasis is on interprofessional collaboration across care settings. Participation in nursing leadership practica in traditional and emerging
care settings adds depth and meaning to classroom dialogue. Practica also provide opportunities for students to apply
knowledge and gain experience partnering with diverse care providers, populations, and communities to address health
inequities in creative and relevant ways. Transformational Nursing Leadership track courses include:
NUR 501 - Nursing Leadership in Complex Adaptive Systems (3 semester credits)
NUR 501P - Practicum: Nursing Leadership in Complex Adaptive Systems (1 semester credit)
NUR 521 - Transformational Nursing Leadership (3 semester credits)
NUR 521P - Practicum: Transformational Nursing Leadership (1 semester credit)
NUR 523 - Theory, Practice and Research Seminar (3 semester credits)
NUR 523P - Practicum: Theory, Practice and Research Seminar (2 semester credits)
NUR 525 - Graduate Field Project (3 semester credits)
NUR 525P - Practicum: Graduate Field Project (2 semester credits)
Students graduating from the Transformational Leadership Track of the master’s program are eligible to apply to the
American Nurses Credentialing Center (ANCC) for certification as a Nurse Executive, Advanced and to the Transcultural
Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing.
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Graduate Field Project in Transformational Nursing Leadership
Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone
of the master’s program. The last two classes in the curriculum–NUR 523 and NUR 525—emphasize the development
and articulation of a graduate field project focused on transformational leadership. Students present their final projects
in NUR 525.
Transcultural Nursing Across Care Settings Track (18 semester credits)
The Transcultural Nursing track in the Master of Arts in Nursing program is designed to prepare nurses for advanced
practice across care settings in culturally diverse communities. The curriculum is grounded in nursing science, theoryguided practice, and transcultural principles. Emphasis is on reaching out to persons and populations that are
underserved by traditional care systems and who exist outside of the social mainstream. As such, the track provides rich
alternative learning opportunities for graduate students locally and internationally. Transcultural Nursing Across Care
Settings track courses include:
NUR 532 - Transcultural Healing Practices and Self Care (3 semester credits)
NUR 532P – Practicum: Transcultural Healing Practices and Self Care (1 semester credits)
NUR 530 - The Power of Ritual and Ceremony for Healing (3 semester credits)
NUR 530P – Practicum: The Power of Ritual and Ceremony for Healing (1 semester credits)
NUR 523 - Theory, Practice and Research Seminar (3 semester credits)
NUR 523P – Practicum: Theory, Practice and Research Seminar (2 semester credits)
NUR 525 - Graduate Field Project (3 semester credits)
NUR 525P - Graduate Field Project (2 semester credits)
Students graduating from the Transcultural Nursing track of the master’s program are eligible to apply to the
Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing.
Graduate Field Project in Transcultural Nursing
Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone
of the master’s program. The last two classes in the curriculum—NUR 523 and NUR 525—emphasize the development
and articulation of a graduate field project focused on transcultural nursing. Students present their final projects in NUR
525.
Practica
Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students earn 9 semester
credits of practicum work that is equal to 405 clock hours of practice—45 clock hours per semester credit hour. Some
practica are semi-structured, experiential, and led by faculty and cultural guides familiar with the communities in which
the practica occur. Other practica options are student directed. Students are encouraged to immerse themselves in
practice settings that serve persons underserved or excluded from mainstream health care, as emphasis in the
transcultural track is on cultural diversity and health inequities across healthcare settings. Practica focusing on
experiential learning with a transformational nurse leader provides students with the opportunity to gain a greater
understanding of organizational dynamics and change through a complexity science paradigm.
Augsburg Central Health Commons & the Inner City
A unique opportunity for students to explore advanced nursing roles and new models and forms of practice is provided
by the Augsburg Central Health Commons, and the Health Commons in the Cedar-Riverside neighborhood. Both Health
Commons are nursing-led drop-in centers dedicated to serving those in need and focused on healthy individuals and
communities. People from diverse backgrounds, who have health experiences grounded in wide ranging cultural
contexts frequent the Health Commons for health support and reassurance. Service and care are based on respect,
relationship, and collaboration that connects health and hope for all participants. Health Commons partners include
Central Lutheran Church in downtown Minneapolis, Fairview Health Services, and the East Africa Health Project.
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Study Abroad and Away
The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging
care settings at home and abroad. The Center for Global Education is a partner with the Department of Nursing in
developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and England..
Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia. A detailed
listing of practica and immersion experiences abroad and away can be found at the nursing website
(www.augsburg.edu/nursing).
For a complete list of courses and descriptions, see the Course Description Search.
Admission Requirements
Decisions about admission to the program will be made by the Graduate Nursing Faculty on an individual basis.
Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September),
spring (January), and summer (May) semesters.
Selection of candidates will be made on the basis of an evaluation of the following items:
An earned Bachelor’s degree in nursing from a regionally accredited college or university, or an Associate of Science
degree in nursing in addition to a non-nursing bachelor’s degree
A cumulative GPA of 3.0 in all previous college coursework
Experience as a registered nurse
Three letters of recommendation
A current, unencumbered nursing license
All required immunizations
Transcripts from all colleges and universities attended
A Criminal Background check
A college level statistics course within the last 7 years is required for progression in the program, but is not
necessary for admission
A written statement describing professional and educational goals
The following items must be sent to the Office of Admissions:
Completed application form—www.augsburg.edu/ma_nursing
$35 non-refundable application fee (fee waived if completed online)
A 2-3 page typed statement describing the applicant’s professional and educational goals
Three letters of recommendation 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, 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. For more information, refer to the
additional requirements outlined in Admission of International Students in the Graduate Admissions section.
(www.augsburg.edu/grad/international)
Academic Policies
Evaluation of academic performance in the Master of Arts in Nursing program will be based on number grades using a
4.0 point scale. See detailed information in the Academic Programs and Policies
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Attendance Policy
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual
syllabi will contain individual instructors’ requirements. Because classes are held in Rochester and Minneapolis, students
must prepare to drive to class at least once per semester.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average in the MAN program. If a student falls below a 3.0
average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be
restored in order for a student to be removed from probation. If a student receives a grade of 2.0 or less in a course, the
student must petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to
continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of 2.0 or less
is received, the student may be dismissed from the program.
Students may also be dismissed for behavior detrimental to the program, such as a gross violation of college policy as
published in the Student Guide. Dismissal would occur only after established procedures were followed.
Credit for Prior Education
Students may petition the Master of Arts in Nursing faculty for approval of transfer of credit. Transfer credits will be
evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from
regionally accredited colleges and universities, whose course content is comparable to course content in the Master of
Arts in Nursing program. No more than nine semester credits will be accepted for transfer credit.
Schedules for Classes
Master’s classes are taught in a hybrid format combining in-class and web-based instruction to meet the needs of
working adults. Fall and spring classes meet 6 times per semester for 5 hour periods. Summer classes meet weekly for 78 hours for 7 weeks. Video conferencing is used to connect students in Rochester, MN, with students in Minneapolis.
Some driving for class is required, as students from Rochester will travel to Minneapolis one time per semester and
students from Minneapolis will travel to Rochester one time per semester. If weather is inclement, video conferencing is
used. Classes in Rochester meet at Bethel Lutheran Church at 810 3rd Ave SE, Rochester, MN.
Practica are additional to courses. Students enroll in practica concurrently with enrollment in courses.
Accreditation and Affiliations
The Master of Arts in Nursing program is fully accredited by the Commission on Collegiate Nursing Education (CCNE).
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a
complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation Approvals,
and Memberships section.
Faculty
Katherine Baumgartner, Assistant Professor of Nursing. BSN, Minnesota State University; MAN, Augsburg College; DNP,
Augsburg College.
Kathleen Clark, Instructor and Director of the Augsburg Central Health Commons and Health Commons at CedarRiverside, BSN University of Wisconsin-Eau Claire; MAN, Augsburg College; DNP, Augsburg College.
Kaija Freborg, Assistant Professor of Nursing. BSN, University of Wisconsin- Eau Claire; MAN, Augsburg College; DNP,
Augsburg College.
Cheryl Leuning, Professor of Nursing, BA, Augustana College; MS-PHN, University of Minnesota; PhD, University of Utah.
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Joyce Miller, Assistant Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate MAN and
DNP-TCN Programs. ADN, Rochester State Junior College; BSN, Augsburg College; MAN, Augsburg College; DNP,
Augsburg College.
Deborah Schuhmacher, Assistant Professor of Nursing. BSN, University of North Dakota, MAN, Augsburg College; DNP,
Augsburg College.
Lisa Van Getson, Assistant Professor, Director, DNP-FNP Program, BSN, College of St. Teresa, Winona, MN; MA, St.
Catherine University, St. Paul, MN; MAN, FNP, Winona State University; DNP, Augsburg College.
Gail Van Kanegan, Lecturer & Clinical Director, DNP-FNP Program, Diploma of Nursing, Blessing Hospital School of
Nursing; ADN, John Wood Community College; MA, FNP, GNP, University of Missouri-Columbia; DNP, Augsburg
College.
Staff
Sharon Wade, Nursing Programs Coordinator. BA, Augsburg College.
Linden Gawboy, Nursing Programs Administrative Assistant.
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Doctor of Nursing Practice – Transcultural Nursing (TCN) Leadership Track
Mission
Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-master’s
Doctor of Nursing Practice program, TCN Leadership track of study prepares nurses for advanced transcultural nursing
leadership in communities in order to maximize health through peaceful, just, and collaborative actions that uphold and
improve human potential across care settings and care systems, with emphasis on eliminating health inequities locally
and globally.
As a post-master’s program, the DNP-TCN track of study builds upon the strengths of the Master of Arts in Nursing
(MAN) program and prepares nurses for advanced leadership and practice roles in Transcultural Nursing (TCN).
Program Goals
Graduates of the Doctor of Nursing Practice program are prepared to:
Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among
populations and communities
Challenge conventional knowledge about illness through an ecological approach to social determinants of health
Lead change through building coalitions with marginalized people that are based on mutuality and common cause
Program Structure
The program is structured in a modified cohort model. One cohort a year will be admitted to begin in the fall term.
Students can choose to take full or part-time study. Students taking full-time study take two didactic offerings, two
seminars, and a practicum each semester. Students in full-time study can complete the post-master’s DNP-TCN
curriculum in 20 months, including completion of the DNP project. Students selecting part-time study take one didactic
offering, one seminar and a practicum each semester. As a part-time student, completion of the program is expected to
take 32 months, including completion of the DNP project.
The DNP curriculum is organized into 33 semester credits comprised of didactic classes, experiential practica, and
seminars, with a DNP project completing the degree. As a practice doctorate, the emphasis is on building leadership and
practice skills in knowledge application among diverse population groups. The goal is to improve health and decrease
health inequities that lead to unnecessary morbidity and mortality in communities.
Students graduating from the DNP-TCN track are eligible to apply to the Transcultural Nursing Certification Commission
(TCNCC) for advanced certification in Transcultural Nursing.
Didactic
A total of six didactic courses (18 semester credits) constitute the DNP program. One course equals three semester
credits. The DNP courses (NUR 800 level), are taught in a variety of immersion models: one format is two days a month eight hours of class time each day, followed by a half-day morning seminar. Other courses are offered in an immersion
format of 3-4 days of class per semester with 3 half-day seminars.
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and an additional learning
site in Rochester, MN, at Bethel Lutheran Church (810 3rd Ave SE). Video conferencing or Zoom is used for some of the
classes and for distant students. However, students must be prepared to drive to Rochester and/or Minneapolis for class
at least once per semester. If weather is inclement, video conferencing or Zoom is used.
Practica
Practica are organized to give flexibility and individual choice to students to support their increasing independence and
depth of practice experience at the doctoral level. Students select practicum experiences that are either structured
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immersions in a variety of cultural contexts led by nursing faculty or are student initiated and individually directed
experiences mentored by nursing faculty.
In a 15-week semester, practicum hours are computed as follows:
1 semester credit hour =
2 semester credit hours =
3 semester credit hours =
45 clock hours of practicum time per semester
90 clock hours of practicum time per semester
135 clock hours of practicum time per semester
To earn the DNP, students must complete a total of 1,000 practicum hours in their Master’s and DNP programs.
Students will be allowed to transfer up to 600 practicum hours from their master’s in nursing into the Augsburg DNP. As
such, all students will register for at least nine semester credits of practica in the post-master’s DNP-TCN.
Seminars
Seminars focus on integration of conceptual learning with field practice, developing the student’s particular practice
interests. Students are required to participate in a doctoral seminar every semester —fall and spring—until completion
of the DNP degree. Cohorts of students who enter the DNP program together usually progress as a group in the
seminars in which they enroll each semester, depending on whether they are studying full-time or part-time. The final
seminar (NUR 841) culminates in the DNP project presentation and completion of the requirements for the DNP degree.
Final DNP Project
Final DNP projects must make a significant impact on nursing practice and health outcomes of populations and
communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for
presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in
synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care.
Students should begin working on their DNP projects in the early stages of the DNP program and continue throughout
the program. The student’s scholarly project is planned in collaboration with a major faculty advisor.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the DNP-TCN
Applicants to the Doctor of Nursing Practice TCN program must have:
An earned master’s degree in nursing from a regionally-accredited institution
A GPA of 3.2 on a 4.0 grading scale in master’s in nursing program
A current unencumbered RN license to practice in the US.
Evidence of a completed graduate research course
Evidence of up-to-date immunizations
Satisfactory results of a certified federal criminal background check
Decisions about admission to the program will be made on an individual basis. Selection of candidates will be made
on the basis of an evaluation of the following items for each applicant:
Three page typed double spaced essay responding to the following excerpt from Wendell Berry’s essay, “Health in
Membership.” “I believe that the community—in the fullest sense: a place and all its creatures—is the smallest unit
of health and that to speak of the health of an isolated individual is a contradiction in terms.”
Official transcripts from all colleges and universities attended (Applicants with a college or university degree
completed outside of the United States must submit an official evaluation from World Educational Services.)
Three professional references
A non-refundable deposit will be used to hold a place in the DNP/FNP program. The deposit will be applied to the
orientation practicum.
A successful, personal interview with Augsburg Nursing faculty
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The number of applicants admitted to the DNP program will be limited and based on availability of faculty members who
share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an
applicant will be admitted to the program.
Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the
World Education Service (WES) or the National Association of Credential Evaluators (NACES) and have the reports sent
directly to Augsburg College. Additionally, internationally-educated applicants may request the Commission on
Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org) to forward their educational credentials report to the
Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and
demonstrate successful passing of the National Council Licensure Examination (NCLEX).
Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed
the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students.
Applicants whose first language is not English must submit score evidence from TOEFL (Test of English as a Foreign
Language) score report of 80 on the Internet Based TOEFL (iBT) with a subscore of 20 on the written and 20 on the
speaking sections. See Graduate Admissions for more information. (www.augsburg.edu/grad/international)
Accreditation
The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE).
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a
complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals,
and Memberships section.
Faculty
Katherine Baumgartner, Assistant Professor of Nursing. BSN, Minnesota State University; MAN, Augsburg College; DNP,
Augsburg College.
Kathleen Clark, Instructor and Director of the Augsburg Central Health Commons and Health Commons at CedarRiverside, BSN University of Wisconsin-Eau Claire; MAN, Augsburg College; DNP, Augsburg College.
Kaija Freborg, Assistant Professor of Nursing. BSN, University of Wisconsin- Eau Claire; MAN, Augsburg College; DNP,
Augsburg College.
Cheryl Leuning, Professor of Nursing, BA, Augustana College; MS-PHN, University of Minnesota; PhD, University of Utah.
Joyce Miller, Assistant Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate MAN and
DNP-TCN Programs. ADN, Rochester State Junior College; BSN, Augsburg College; MAN, Augsburg College; DNP,
Augsburg College.
Deborah Schuhmacher, Assistant Professor of Nursing. BSN, University of North Dakota, MAN, Augsburg College; DNP,
Augsburg College.
Lisa Van Getson, Assistant Professor, Director, DNP-FNP Program, BSN, College of St. Teresa, Winona, MN; MA, St.
Catherine University, St. Paul, MN; MAN, FNP, Winona State University; DNP, Augsburg College.
Gail Van Kanegan, Lecturer & Clinical Director, DNP-FNP Program, Diploma of Nursing, Blessing Hospital School of
Nursing; ADN, John Wood Community College; MA, FNP, GNP, University of Missouri-Columbia; DNP, Augsburg
College.
Staff
Sharon Wade, Nursing Programs Coordinator, BA, Augsburg College.
Linden Gawboy, Nursing Programs Administrative Assistant.
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Doctor of Nursing Practice – Family Nurse Practitioner (FNP) Track
Mission
Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-BSN (Bachelor
of Science in Nursing) to DNP/FNP track of study prepares nurses for advanced nursing leadership and integrative
primary care of families across cultures and care settings. Emphasis is on eliminating health inequities through peaceful,
just, and collaborative actions that uphold and improve human potential.
The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead change, while addressing health
needs and concerns of families and communities. Nursing scholarship and advanced autonomous practice as a primary
care Nurse Practitioner, frames the critical exploration of knowledge in transcultural nursing, integrative healthcare
practices, transformational leadership, and health assessment.
Program Goals
Graduates of the Doctor of Nursing Practice/Family Nurse Practitioner program are prepared to:
Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among
populations and communities.
Challenge conventional knowledge about illness through an ecological approach to social determinants of health.
Lead change through building coalitions with marginalized people that are based on mutuality and common cause.
Provide primary care to persons, families and communities with particular consideration for those who are
underserved and/or marginalized by dominant societal structures.
Integrate scientific evidence based guidelines into clinical practice.
Program Structure
The program is structured to admit students beginning each fall semester. Students may take courses on a part-time or
full-time basis during the completion of their 500 level courses and the pre-FNP 800 level courses. Full-time study is
required during the didactic and clinical courses in the FNP course sequence during the last two years of the program.
Length of program: The Post-BSN to DNP/FNP track of study leads to eligibility for certification as a Family Nurse
Practitioner (FNP) through the American Nurses Credentialing Center (ANCC) and requires a minimum of 84 semester
credit hours, including 57 didactic credit hours and 23 clinical credit hours.
Didactic
A total of 19 didactic courses (57 semester credits) constitute the DNP/FNP program. Didactic classes, structured
practica, and clinical experiences are taught in a variety of flexible schedules that are responsive to student needs. 500
level courses consist of six classes a semester - five hours of class time, in addition to taking a one credit practicum
course associated with the didactic course. The DNP courses (NUR 800 level), are taught in a variety of immersion
models: one format is two days a month - eight hours of class time for the first day and four hours the subsequent
morning, followed by an afternoon seminar. Other courses are offered in an immersion format of 3-4 days of class per
semester with 3 half-day seminars. The FNP courses (final two years of study) are offered on Mondays approximately
five times a semester, class time hours will vary from 8 to 12 hours. Web-based assignments are integrated into all
classes through Moodle.
Community practicum experiences may be scheduled during the class meeting days as well. Additionally, some courses
may be taught in an immersion format, where students and faculty are “immersed” in a unique socio-cultural context
and course content and a set number of practicum hours are condensed into seven to fourteen days.
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and in Rochester, MN, at
Bethel Lutheran Church (810 3rd Ave SE) the location of Augsburg’s learning site or at Hermitage Farm Center for
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Healing, 6415 West River Road NW, Rochester, MN. Video conferencing is used for some of the classes. However,
students must be prepared to drive to Rochester and/or Minneapolis for class at least once per semester. If weather is
inclement, video conferencing is used.
Practica (for DNP courses) / Clinicals (for FNP courses)
Practica are organized to give flexibility and individual choice to students to support their increasing independence and
depth of practice experience at the doctoral level. Students select practicum experiences that are either structured
immersions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed
experiences mentored by nursing faculty. FNP clinical sites will be arranged by clinical faculty.
In a 15-week semester, practicum hours are computed as follows:
1 semester credit hour = 45 clock hours of practicum time per semester
2 semester credit hours = 90 clock hours of practicum time per semester
3 semester credit hours = 135 clock hours of practicum time per semester
To earn the DNP/FNP, students must complete a total of 1,035 practicum hours. Students will be allowed to transfer up
to 400 practicum hours from their master’s in nursing. To complete the DNP/FNP, students must complete 630 clinical
hours (530 hours of primary care of the adult and 100 hours of primary care of children and women’s health and 35
clinical for integrative health). As such, all students will register for at least 23 semester credits of practica.
Seminars
Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice
interest. Students are required to participate in a total of four one-semester-credit doctoral seminars during the
DNP/FNP program. The final seminar culminates in the project presentation and completion of the requirements for the
DNP degree.
Final DNP/FNP Project
Final DNP/FNP projects must make a significant impact on nursing practice and health outcomes of populations and
communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for
presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in
synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care.
Students should begin working on their DNP/FNP projects in the early stages of the program and continue throughout.
The student’s scholarly project is planned in collaboration with a major faculty advisor.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the DNP/FNP
Applicants to the Doctor of Nursing Practice FNP program must have:
A completed application form and payment of application fee ($50 fee waived if apply on-line).
An earned baccalaureate degree in nursing (BSN or BAN), master’s degree in nursing, or a doctor of nursing practice
(DNP), from a nationally accredited institution and a nationally accredited nursing program.
A minimum of five years active and current clinical practice as a Registered Nurse.
Evidence of current unencumbered license as a Registered Nurse. MN license required. Other state licenses will be
required for clinical rotations.
Official transcripts from all colleges and universities attended (Applicants with a college or university degree
completed outside of the United States must submit an official evaluation from World Educational Services. All costs
related to document translations and evaluations are applicants’ responsibility.
GPA of 3.0 from previous baccalaureate nursing program; GPA of 3.2 from previous masters in nursing program or
DNP program.
Three professional letters of recommendation.
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A 2-3 page professional essay responding to the following: Explain why transcultural, holistic and integrative health
education as a Doctorate of Nursing Practice/Family Nurse Practitioner is important in shaping the future of
healthcare.
Documentation verifying the number of practice hours completed in a nationally accredited graduate nursing
program, if applicable. (A maximum of 400 practice hours may be transferred into the DNP/FNP tract of study from a
nationally accredited master’s in nursing program.)
A current Curriculum Vitae.
Successful personal interview with Augsburg Nursing Faculty.
Evidence of a completed undergraduate statistics course (within the last 5 years) on an official transcript before
enrolling in the Nursing Research course (NUR520) & the associated practicum (NUR520P).
Evidence of up to date immunizations per Department/College requirements
A valid passport or proof of application is encouraged.
Evidence of HIPAA training within the last 2 years.
Satisfactory results of a certified federal criminal background check at time of admission and annually thereafter;
additional testing may be required for clinical placement, e.g., alcohol, drug testing, HIV testing, etc.
A non-refundable deposit will be used to hold a place in the DNP/FNP program. The deposit will be applied to the
orientation practicum.
The number of applicants admitted to the DNP/FNP program will be limited and based on availability of faculty members
that share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an
applicant will be admitted to the program.
The above Admission Criteria are current as of April 2015 and are subject to change.
Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the
World Education Service (WES) or the National Association of Credential Evaluators (NACES) and have the reports sent
directly to Augsburg College. Additionally, internationally-educated applicants may request the Commission on
Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org) to forward their educational credentials report to the
Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and
demonstrate successful passing of the National Council Licensure Examination (NCLEX).
Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed
the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students.
Applicants whose first language is not English must submit score evidence from TOEFL (Test of English as a Foreign
Language) score report of 80 on the Internet Based TOEFL (iBT) with a subscore of 20 on the written and 20 on the
speaking sections. See Graduate Admissions for more information. (www.augsburg.edu/grad/international)
Accreditation
The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), which
has accredited the Master of Arts in Nursing and the Bachelor of Science in Nursing programs at Augsburg. Augsburg is
accredited by The Higher Learning Commission, North Central Association of Colleges and Schools.
For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation,
Approvals, and Memberships section.
Faculty
Katherine Baumgartner, Assistant Professor of Nursing. BSN, Minnesota State University; MAN, Augsburg College; DNP,
Augsburg College.
Kathleen Clark, Instructor and Director of the Augsburg Central Health Commons and Health Commons at CedarRiverside, BSN University of Wisconsin-Eau Claire; MAN, Augsburg College; DNP, Augsburg College.
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Kaija Freborg, Assistant Professor of Nursing. BSN, University of Wisconsin- Eau Claire; MAN, Augsburg College; DNP,
Augsburg College.
Cheryl Leuning, Professor of Nursing, BA, Augustana College; MS-PHN, University of Minnesota; PhD, University of Utah.
Joyce Miller, Assistant Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate MAN and
DNP-TCN Programs. ADN, Rochester State Junior College; BSN, Augsburg College; MAN, Augsburg College; DNP,
Augsburg College.
Deborah Schuhmacher, Assistant Professor of Nursing. BSN, University of North Dakota, MAN, Augsburg College; DNP,
Augsburg College.
Lisa Van Getson, Assistant Professor, Director, DNP-FNP Program, BSN, College of St. Teresa, Winona, MN; MA, St.
Catherine University, St. Paul, MN; MAN, FNP, Winona State University; DNP, Augsburg College.
Gail Van Kanegan, Lecturer & Clinical Director, DNP-FNP Program, Diploma of Nursing, Blessing Hospital School of
Nursing; ADN, John Wood Community College; MA, FNP, GNP, University of Missouri-Columbia; DNP, Augsburg
College.
Staff
Sharon Wade, Nursing Programs Coordinator. BA, Augsburg College.
Linden Gawboy, Nursing Programs Administrative Assistant.
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Master of Business Administration
Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA is a rigorous and
intensive educational experience. The Augsburg MBA is practical and “hands-on,” focusing on applicable skills and
knowledge designed to increase your ability to think, analyze and act. Augsburg MBA students all work on a consulting
project with a local business where they apply what they’ve learned in the classroom to a real-world business
problem. The Augsburg MBA also provides students a unique opportunity to investigate business cultures and practices
through a faculty-led international experience. Our curriculum integrates the global experience of our faculty and
reflects Augsburg’s mission of developing leaders grounded in values, purpose, and vocation.
The Augsburg MBA is a proven accelerated cohort-based program focused on three learning modules; Personal and
Professional Development, Quantitative Decision Making and Value Creation, all built on a foundation of ethical
decision-making. We encourage our students to challenge themselves, their classmates and professors to bring a new
and expanded focus of the world through guided reflection and examination.
Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive
engagement with their community and associates. Our MBA graduates make a difference. We invite you to become
part of a growing community of Augsburg MBA alumni.
Bruce E. Batten, Ph.D.
Director, Master of Business Administration Program
MBA Mission - “Prepare Students for Meaningful Work”
Our mission is to prepare students for meaningful work by developing their decision-making skills, critical thinking and
by transforming them into effective managers and leaders in service to others. The program aspires to provide an
outstanding student-centered education that produces graduates who are critically astute, technically proficient, and
who understand the moral and ethical consequences of their decisions on their organization and on the world.
Accreditation
The Augsburg MBA is a candidate for accreditation with the Association of Collegiate Business Schools and Programs
(ACBSP).
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a
complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals,
and Memberships section.
MBA Program Overview
Today’s business leader must be able to quickly analyze situations and information and critically analyze alternatives and
courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in
organizations facing this dynamic and fast-evolving business culture. The curriculum of the MBA gives students the
ability to think critically and ethically as they face the increased challenges of a global business environment. Quality,
individual initiative, ethics, and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually
improve students’ experiences and learning in the program. Our faculty is uniquely qualified to bridge theory and realworld application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines.
Plan of Study
The Augsburg MBA is an accelerated, evening program that allows working professionals to complete an MBA degree in
approximately 24 months. This is accomplished by using a cohort model in which students follow a predetermined
schedule with classes meeting one night a week.
Students in a cohort program model stay together as a group through the sequence of classes for the duration of the
program. This provides a continuous, collaborative learning process. The cohort environment fosters a cohesive learning
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community where students learn from each another, mentor each other, and peer coach. You’ll share diverse
professional expertise and experience as you work in teams on projects, case studies, presentations, and simulations,
both inside and outside of class. Working both individually and in small groups enables you to enhance your strengths,
build your skills, expand your business acumen, and improve your decision-making. Together as a community you’ll build
personal, social, and academic abilities.
Adult learners bring a wealth of work and personal life experiences with them into the classroom, multiplying the
opportunities for learning. The personal connections and relationships you build with fellow students and faculty will
extend into an important and valuable network as you take your career to new levels.
Program Requirements
The Augsburg MBA requires 42 semester credits for degree completion. Augsburg MBA courses are either one and a
half or three semester credits. Each three semester credit course consists of 28-32 hours of in-class instruction and 5 ½ 9 ½ hours of online instruction through our web-based electronic course management system.
Up to nine credits may be waived through prior business coursework (with director/faculty approval) or certain
professional credentials (with appropriate documentation).
Courses that can be waived with equivalencies:
MBA 510 (3 semester credits)
MBA 520 (3 semester credits)
MBA 530 (3 semester credits)
MBA 550 (3 semester credits)
MBA 565 (3 semester credits)
Professional Credentials
Students who have passed the Certified Public Accountants (CPA) or Certified Management Accountants (CMA) exam
may be waived from MBA 520, Accounting for Managers.
Prior Academic Coursework Guideline
Students with prior academic coursework that meets the following criteria may be waived from eligible core
courses.
Completion of at least two undergraduate courses covering corresponding Augsburg MBA core course material (See
department for Equivalency details).
The most recent of the undergraduate courses was taken within the past five years and a second course within
seven years.
A grade of B (or 3.0 on 4 point scale) or higher was earned in any course considered for a course waiver.
Course(s) must be taken at an approved, regionally-accredited institution.
Acceptance of core course waivers implies the student accepts the responsibility for having the essential knowledge
and understanding of the core course material, and is properly prepared for any future core or elective course for
which the waived course was a prerequisite. Academic credit is not awarded for any waived course, nor will the
course appear on academic transcripts.
Academic Calendar
The Augsburg MBA is designed as a year-round program. Courses are offered during fall, spring, and summer semesters.
Courses are offered consecutively during each term so students are able to concentrate on one subject at a time. The
program is designed to have students take at least two courses per term.
Official academic calendars and the MBA registration policies can be found at www.augsburg.edu/registrar. The unique
cohort model of the Augsburg MBA requires individual schedules for each cohort. These schedules are provided by the
MBA department.
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The Faculty-Led International Experience
Each year, all current MBA students are offered the opportunity to participate in a faculty-led international experience.
This trip is taken in conjunction with either of these courses: MBA 565 - Managing in a Global Environment or MBA 595 Strategic Management. Students will travel as a group to an international location, visit businesses, participate in faculty
lectures, and learn about the culture and traditions of the countries visited. Each MBA student should have two
opportunities during their matriculation in the program to participate. Costs can vary; but as a minimum, trips normally
include tuition (for the course selected), lodging, and travel in-country, as well as some meals.
The Augsburg MBA
The 16 required courses of the Augsburg MBA are as follows:
MBA 592 - Leadership: Ethics, Vision and Transformation
MBA 540 - Business and Professional Ethics
MBA 560 - Communication Issues in Management
MBA 545 - Organizational Behavior
MBA 585 - Student Learning Experience 1: Personal and Professional Development
MBA 570 - Quantitative Decision-Making for Managers
MBA 520 - Accounting for Business Managers
MBA 530 - Managerial Finance
MBA 510 - Applied Managerial Economics
MBA 586 - Student Learning Experience 2: Simulation/Decision Making
MBA 550 - Marketing Management
MBA 565 - Managing in a Global Environment
MBA 515 - Operations Management
MBA 594 - Innovation and Entrepreneurship
MBA 595 - Strategic Management
MBA 580 - Management Consulting Project
For a complete list of courses and descriptions, see the Course Description Search.
Locations and Schedules
MBA classes are offered at two locations: Augsburg’s Minneapolis campus and Augsburg’s Rochester campus. Cohorts
begin three times per academic year at Augsburg’s Minneapolis campus: September, January, and May. In Rochester,
cohorts begin in September and May.
Orientation for new cohorts is generally scheduled for one to two weeks in advance of the beginning of classes. For
more information on class schedules, go to www.augsburg.edu/mba or call the Office of Admissions at 612-330-1101.
Admission to the Augsburg MBA Program
Admission to the Augsburg MBA program is determined by a committee decision. The committee may include MBA
program staff, Business Administration Department faculty, and Office of Admissions staff.
Admission Requirements
Applicants to the MBA program must have:
Bachelor’s degree from a regionally-accredited four-year institution
Minimum of two years of relevant work experience
Personal interview with the MBA program director
Admission checklist
The following materials must be submitted to the Office of Admissions:
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Completed application—Apply online at www.augsburg.edu/mba
$35 application fee
Two personal statements
Official undergraduate/graduate transcripts sent directly to the Augsburg Office of Admissions
Current résumé of work history
Two confidential letters of recommendation
MBA Math (needs to be completed before by the end of the second semester)
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Admission as a Transfer Student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
Transfer students may receive up to 9 semester credits in transfer. (See Evaluation of Transfer Credit in Academic
Programs and policies.) Students must complete no fewer than 21 semester credits at Augsburg in order to receive their
MBA degree from Augsburg College. All students must complete the Management Consulting project (MBA 580) to
graduate. Eligible coursework must be approved by the MBA program director before transfer credit will be granted.
Academic Policies
MBA Program Enrollment Policy
Students are strongly encouraged to remain in their cohort and complete their MBA program as scheduled. Adjustments
or modifications to the MBA schedule require the approval of the MBA program director.
All students are required to complete all components of the program within five years of matriculation. Extensions
beyond five years will be considered on the basis of petition to the MBA director. Students who leave the program for
more than one semester must request a leave of absence in writing from the MBA program. A leave of absence may be
granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an
Application for Readmission form and submit it to the MBA office. Time spent on an official MBA-approved leave of
absence will not count toward the five-year deadline for degree completion.
Academic Evaluation
Evaluation of academic performance in the MBA program will be based on number grades using a 4.0-scale. For
complete information, see Academic Programs and Policies.
Withdrawal from Class
For information regarding the last date on which students may withdraw from a class and receive a “W” on their
records, refer to the academic calendar at www.augsburg.edu/registrar.
Attendance Policies
Student attendance at scheduled class meetings is a priority and required. However, MBA faculty understand that MBA
students are working adults with significant responsibilities who, on occasion, face unforeseen situations that may
interfere with attendance. Students should notify the faculty member teaching the course as soon as possible when the
problem is immediate. When the student knows in advance of a class date where a potential conflict exists, they must
discuss the proposed missed class with the faculty member prior to the date of the class. Students are responsible for
the work covered during that class session and for making appropriate arrangements for obtaining handouts, lecture
content, or other materials. Faculty members may assign appropriate independent work to insure that the student
understands the material covered during the class session.
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If appropriate and acceptable coordination is carried out by the student, there need not be any grade reduction for a
single missed class session. This may be dependent on assignments due on the date of the missed class; e.g., final
project presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the
faculty. Two missed class sessions, excused or unexcused, may be grounds for directing the student to withdraw from
the course. More than two absences, excused or unexcused, require that a student withdraw from the class.
Degree Requirements
To be conferred the MBA degree, students must achieve the following:
Successful completion of all admission conditions
Successful completion of MBA courses (2.5 or above)
No more than two courses with a grade of 2.5 or below, and with a cumulative GPA of 3.0 or higher at the
completion of the program
Successful completion and submission of the management consulting project (capstone)
Students who successfully complete Augsburg’s MBA program will receive a Master of Business Administration
degree.
MBA Faculty
Bruce Batten, Assistant Professor of Business Administration, MBA. BS, Davidson College; PhD, Medical College of
Virginia.
Jeanne M. Boeh, Associate Professor of Economics. BS, MA, PhD, University of Illinois.
David Conrad, Assistant Professor of Business Administration. BA, Winona State University; MA, Ed.D, St. Mary’s
University
George Dierberger, Assistant Professor of Business Administration. BS, University of Minnesota; MA, International
Studies, University of St. Thomas; MBA, Fairleigh Dickinson University; Ed.D, Organization Development,
University of St Thomas.
Stella Hofrenning, Assistant Professor of Economics. BS, University of Maryland; PhD, University of Illinois.
Mark Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute.
Marc McIntosh, Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA,
Argosy University.
Magdalena Paleczny-Zapp, Associate Professor of Business Administration. BA, MA, Central School for Planning and
Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow.
Peter J. Stark, Assistant Professor of Business Administration. BS, Northwestern University; MBA, Pepperdine University.
Steven M. Zitnick, Assistant Professor of Business Administration, BA, Shimer College: MS, Economics, University of
Utah.
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Master of Fine Arts in Creative Writing
MFA Mission
The Master of Fine Arts in Creative Writing is a two-year, low-residency program designed for those who wish to deepen
and broaden their artistic sensibilities, discover a close-knit community of fellow writers, enjoy individual attention from
an accomplished and forward-thinking faculty, and prepare themselves for the future of creative writing.
Program Overview
Summer Residencies
The Augsburg Low-Residency MFA includes 10-day summer residencies on the Augsburg campus in Minneapolis,
offering daily workshops, readings, and panels that focus on literary craft as well as career skills in teaching, editing,
publishing, book arts, marketing, translation, and adaptation. The full degree program includes three summer
residencies, featuring visits by distinguished writers in each genre as well as editors, agents, publishers, and literary
entrepreneurs.
Fall and Spring Semesters
The first two residencies are followed each year by fall and spring off-campus semesters. During those terms, students
work with faculty mentors in virtual classrooms that make use of online and other technologies. Each semester, MFA
candidates enroll in one Mentorship section and one section of Critical and Creative Reading. Although MFA learning
objectives call for demonstrated expertise in at least one genre by graduation, twenty-first century writers compose
their work in an environment in which genre has permeable boundaries and lines between genres are often erased.
With this in mind, cross-genre work will be encouraged, with students working in a genre other than the declared
specialty, usually during the second off-campus semester.
Owing to a revision in the curriculum, those students beginning the program in Summer of 2016 will take a combined
mentorship and reading course during each fall and spring semester. During their final year of long-distance study, they
will also take two two-unit courses: in one they will write a paper on some element of the craft of writing; in the other
they will work on and complete their thesis.
Semester Mentorships
The Mentorship is a one-on-one experience with a faculty mentor who guides the student’s production of work and
study of craft. This one-on-one creative studio experience is focused on the MFA candidate’s own writing and growth as
a writer.
Critical and Creative Reading in an Online Classroom
This is a reading-as-writers course that provides an opportunity to work with your professor and a community of peers,
considering craft, criticism and aesthetics. Meetings are online in the electronic classroom. The format may include
online discussion boards, Skype or video chats, and teleconferences with mentors and fellow learners. The online
classroom offers an opportunity to continue conversations begun during the residency with members of the MFA
community.
Students may repeat mentorship courses (ENL 511, 513, 521, and 523) and critical and creative readings courses
(ENL 512, 514, 522, and 524), subject to the permission of the program director.
Genres and Concentrations
Genres include Fiction, Creative Nonfiction, Poetry, Screenwriting and Playwriting.
The program also includes concentrations in teaching, translation, and publishing. Concentrations require additional
coursework. With the program director’s consent, students may enroll in concentration courses simultaneously with
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MFA studies. Candidates enrolled in the publishing concentration will be the staff of the publishing house Howling Bird
Press and will select and publish one book each year. The book prize is open to submissions nationally.
Plan of Study
Students may select a completion plan for the MFA:
The Traditional plan. Students choose one genre as the designated field of study but areis encouraged to work
outside the designated field of study for one term.
Extended Study. Designed for students who wish to prolong their studies in a single genre, this option has students
completing at least five mentored and reading terms instead of the standard four. At least four of these terms
should be used to study the student’s declared genre.
Mixed Genre. Designed for students who want to more deeply immerse themselves in a secondary genre, this
option has students completing at least five mentored and reading terms, including three in the student’s primary
declared genre and two in a different genre.
Post-MFA. Designed for students who already have an MFA, this option allows students to drop into the program for
a single residency or semester of study — or longer. Students seeking this option should contact the program
director, as his approval is required.
Career Concentration. Designed for students who wish to better prepare themselves for the job market, this option
allows students to enroll in electives in teaching, translation and/or publishing. This work is completed alongside a
traditional or extended/mixed genre course of study, or pursued immediately after completing the MFA.
Accommodating Writers Who Work Full-Time and Those Who Live Outside of Minnesota
Augsburg’s Traditional MFA in Creative Writing can be completed in eleven courses (three summer residencies and four
off-campus electronic semesters of two courses each). Those students beginning summer of 2016 can complete the
program in nine courses (three summer residencies, four long-distance mentorship and reading courses, a craft paper
course, and a thesis course.) A typical plan of study in the Traditional Low-Residency MFA, will work like this:
First Year
Summer Residency I, including genre workshops, writing seminars, readings and lectures, ten days on the Minneapolis
campus, with assignments before and after residency.
Fall Semester I, a combined Mentorship studio and Creative and Critical Reading course.
Spring Semester I, a combined Mentorship studio and Creative and Critical Reading course (generally the “out-ofgenre” term).
Second Year
Summer Residency II, including genre workshops, writing seminars, readings and lectures, ten days on the
Minneapolis campus, with assignments before and after residency.
Fall Semester II, a combined Mentorship studio and Creative and Critical Reading course and a craft paper course.
Students complete a craft paper at this point.
Spring Semester II, a combined Mentorship studio and Creative and Critical Reading course and a thesis units course.
This is the semester during which students complete a thesis and prepare a lecture/presentation for their final
residency.
Third Year – Residency Only
Summer Residency III, including genre workshop, writing seminars, readings and lectures. Final term for graduating
MFA candidates. Graduates give a public lecture/presentation and a reading from thesis work. Ten days on the
Minneapolis campus, with assignments before and after residency.
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Coursework:
ENL 531 Residency in Creative Writing: Fiction
ENL 532 Residency in Creative Writing: Nonfiction
ENL 533 Residency in Creative Writing: Poetry
ENL 534 Residency in Creative Writing: Screenwriting
ENL 535 Residency in Creative Writing: Playwriting
ENL 536 Residency in Creative Writing: Multi-Genre
ENL 541 Mentorship and Critical and Creative Reading: Fiction
ENL 542 Mentorship and Critical and Creative Reading: Nonfiction
ENL 543 Mentorship and Critical and Creative Reading: Poetry
ENL 544 Mentorship and Critical and Creative Reading: Screenwriting
ENL 545 Mentorship and Critical and Creative Reading: Playwriting
ENL 546 Mentorship and Critical and Creative Reading: Multi-Genre
ENL 547 Craft Paper: Fiction
ENL 548 Craft Paper: Nonfiction
ENL 549 Craft Paper: Poetry
ENL 550 Craft Paper: Screenwriting
ENL 551 Craft Paper: Playwriting
ENL 552 Craft Paper: Multi-Genre
ENL 553 Thesis: Fiction
ENL 554 Thesis: Nonfiction
ENL 555 Thesis: Poetry
ENL 556 Thesis: Screenwriting
ENL 557 Thesis: Playwriting
ENL 558 Thesis: Multi-Genre
ENL 561 Mentorship and Critical and Creative Reading - Half-time: Fiction
ENL 562 Mentorship and Critical and Creative Reading - Half-time: Nonfiction
ENL 563 Mentorship and Critical and Creative Reading - Half-time: Poetry
ENL 564 Mentorship and Critical and Creative Reading - Half-time: Screenwriting
ENL 565 Mentorship and Critical and Creative Reading - Half-time: Playwriting
ENL 566 Mentorship and Critical and Creative Reading - Half-time: Multi-Genre
Concentrations:
ENL 525 - Teaching Writing: Practice and Theory
ENL 526 - Literary Translation Practicum
ENL 527 - Publishing I
ENL 528 - Publishing II
For a complete list of courses and descriptions, see the Course Description Search.
Admission to MFA
Admission Requirements
Qualified applicants must hold a bachelor’s degree from a regionally-accredited college or university with a cumulative
GPA of 3.0 or higher for all undergraduate coursework. Students with a GPA of 2.5-3.0 may be admitted conditionally
into the program based on the strength of their writing samples.
Applications Must Include
Completed online application
One letter of recommendation
A personal essay
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A writing sample:
Fiction or Creative Non-Fiction, 20 pages, double-spaced
Poetry, 15-20 pages, single-spaced
Screenwriting or Playwriting, up to 30 pages in script/playwriting format
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Academic Policies
Credit
To earn the MFA, candidates must complete 44 semester credits, write a critical/creative paper, deliver a public
lecture/presentation, give a public reading/staging, and complete a book length manuscript of publishable quality
(fiction, nonfiction and poetry), a screenplay/calling card script (screenwriting), or a full-length play of producible quality
(playwriting).
The residencies and the combined mentorship and critical and creative reading courses carry six semester credits. Craft
paper and thesis courses carry two semester credits. To earn the MFA, candidates must complete 46 semester credits,
write a critical/creative paper, deliver a public lecture/presentation, give a public reading/staging, and complete a book
length manuscript of publishable quality (fiction, nonfiction and poetry), a screenplay/calling card script (screenwriting),
or a full-length play of producible quality (playwriting).
To include a concentration in Teaching or in Translation/Adaptation in the MFA, students must complete 12 courses or
48 credits. For the MFA with a concentration in Publishing, students must complete 13 courses or 52 credits.
Transfer
Augsburg’s low-residency MFA includes in-person and online elements that help us maintain a strong community and
create a culture in which our writers thrive.
This studio degree is the terminal degree in writing and because of the unique features of a terminal, low-residency,
studio degree, the final decision on transfer credit will depend on review by the Augsburg College MFA Program. A
maximum of eight semester credits from traditional residency MFA programs and from MA programs in creative writing
or English literature may be accepted. The MFA Program Director will review and may offer up to four additional credits
in transfer for equivalent residency or workshop experience completed in another program. The maximum transfer
credits allowed is 12 credits.
Academic Evaluation
Grading
The MFA Program uses fine arts studio grading practices, formative in nature and designed to be an element of the
teaching curriculum. A narrative transcript composed of comments on those elements that the particular student writer
is working on during a particular term will be used to assess progress in the mentorship courses. These are formative
and qualitative assessment elements and professors’ responses will vary as professor/artists and student/artists
approach student work with the student’s individual artistic aims in mind. In addition to the fine arts formative and
qualitative assessment, students will be assessed in light of their success in meeting learning objectives of the course
while completing work assigned.
MFA in Creative Writing Courses are graded on a Pass/No Credit basis, using the Augsburg graduate grading model scale
as described below:
P – Represents work at 3.0 or higher and meets acceptable standards.
N – No credit, not counted in grade point average.
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Alignment of Course Outcomes
MFA courses are aligned with the Program Hallmarks of the Association of Writers and Writing Programs (AWP), the
national professional organization for writing programs and the writers who teach in those programs.
Participation
Students are expected to fully participate in Summer Residencies, attending workshop sessions and scheduled meetings
with mentors as well as a majority of readings, lectures and other scheduled sessions. Participation in off-campus
coursework is expected to occur during the designated time for each Mentorship studio critique session and “time
away” for creative work. Students are also expected to take part in synchronous and asynchronous sessions with
mentors and demonstrate “presence” in the Creative and Critical Reading courses through regularly scheduled
exchanges with faculty and peers.
Academic Honesty
Augsburg’s high expectations for academic honesty will be applied to this class. Please refer to the Student Guide at
inside.augsburg.edu/studentaffairs/studentguide/academic-honest-policies if you have any questions.
Affiliation
The Augsburg College MFA Program is a member of the Association of Writers and Writing Programs (AWP) and
curriculum is based on the AWP Hallmarks of an Effective Low Residency MFA Program in Creative Writing.
A complete list of Augsburg’s accreditation, approvals, and memberships, is available in the Accreditation, Approvals,
and Memberships section.
Mentor Faculty
James Cihlar, Publishing Mentor. BA, University of Iowa; MA, University of Nebraska, Lincoln; PhD, University of
Nebraska, Lincoln.
Stephan Clark, Assistant Professor of English, MFA Mentor. BA, University of Southern California; MA, University of
California, Davis; PhD, Literature and Creative Writing, the University of Southern California.
Cass Dalglish, Professor of English, MFA Mentor. BA, Spanish Language and Literature, St. Catherine University; MFA,
Creative Writing, Vermont College of Fine Arts; PhD, Creative Writing, Archetypal and Ancient Women’s Writing,
The Union Institute and University.
Heid E. Erdrich, MFA Mentor. BA, Dartmouth College; MA, The Johns Hopkins University Writing Seminars; PhD, Creative
Writing and Native American Literature, The Union Institute and University.
Jack El-Hai, MFA Mentor. BA, Carleton College; MFA, Creative Writing and Literature, Nonfiction, Bennington College.
Neal Karlen, MFA Mentor. BA, Brown University; MA, University of Minnesota.
Carson Kreitzer, MFA Mentor. BA, Yale University; MFA, University of Texas, Austin.
Christina Lazaridi, MFA Mentor. BA, Princeton University; MFA, Screenwriting, Columbia University.
Sarah Myers, Assistant Professor of Theatre Arts, MFA Mentor. BS, Northwestern University; MFA, Playwriting and
Drama and Theatre for Youth & Communities; PhD, Performance as Public Practice, the University of Texas,
Austin.
Lindsay Starck, Assistant Professor of English, MFA Mentor. BA, Yale University; MFA, University of Notre Dame; PhD,
University of North Carolina, Chapel Hill (anticipated).
Cary Waterman, Assistant Professor of English, MFA Mentor. BA, the University of Denver; MA, Poetry Thesis,
Minnesota State University-Mankato.
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Faculty Associates
Robert Cowgill, Associate Professor of English, Academic Writing Faculty. BA, MA, PhD, University of Minnesota.
D.E. Green, Professor of English. Academic Writing and Teaching Faculty. BA, Amherst College; MA, PhD, Brown
University.
Michael Kidd, Associate Professor of Languages and Cross-Cultural Studies, Translation and Adaptation Faculty. BA,
Pomona College; PhD, Cornell University.
John Schmit, Professor of English, Academic Writing and Teaching Faculty. BS, St. John’s University; MA, University of
New Orleans; PhD, The University of Texas.
Frankie Shackelford, Professor Emerita, Languages and Cross-Cultural Studies, Translation and Adaptation Faculty. BA,
Texas Christian University; PhD, University of Texas.
Kathryn Swanson, Professor of English, Academic Writing and Teaching Faculty. BA, St. Olaf College; MA, PhD, University
of Minnesota.
Visiting Writers
Ed Bok Lee, Poetry
Sue William Silverman, Creative Nonfiction
Ben Percy, Fiction
Alex Lemon, Poetry and Memoir
Deborah Blum, Creative Nonfiction
Pam Houston, Fiction
Kristoffer Diaz, Playwriting
Bill Wheeler, Screenwriting
Carson Kreitzer, Playwriting
Kenneth Rance, Screenwriting
Helene Wecker, Fiction
Staff
Kathleen Matthews, Administrative Assistant
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Master of Music Therapy
MMT Mission
To prepare students to be leaders in the field, while fostering their passion to serve clients and families, and offer unique
learning experiences that allow them to discover and realize their full potential. To engage students in life changing
experiences, rich in experiential learning, collaborative in nature, fostering a holistic view of the use of music in health,
healing and well-being. To advance the practice of music therapy by preparing students through a hybrid master’s
degree program that is innovative, flexible and possesses breadth and depth, designed to meet the changing demands
of healthcare.
Program Overview
Degree requirements
The MMT degree program is designed for music therapists who are currently board certified and who wish to continue
their education and advance their level of practice. The program is a 36 credit program with core music therapy courses,
courses focused on the practice of music therapy in healthcare and medicine, and elective courses of interest.
Core Music Therapy Courses – 24 credits
MUS 510 - Advanced Music Therapy Theory (3 credits)
MUS 511 - Advanced Music Therapy Practicum (0 credit)
MUS 515 - Advanced Music Therapy Clinical Practice I (3 credits)
MUS 520 - Advanced Music Therapy Clinical Practice II (3 credits)
MUS 525 - Cross-Cultural Awareness in Music Therapy (3 credits)
MUS 530 - Music Therapy Ethics (2 credits)
MUS 535 - Music Therapy Supervision and Professional Development (2 credits)
MUS 540 - Music Therapy Research I (3 credits)
MUS 545 - Music Therapy Research II (3 credits)
MUS 595 – Thesis or Final Project (2 credits)
Music Therapy Electives– 12 credits
MUS 550 - Music Psychotherapy (2 credits)
MUS 555 - Music Therapy, Spirituality and Well-being (2 credits)
MUS 560 - Music and Imagery (2 credits)
MUS 565 - Advanced Music Therapy with Infants, Children and Family Centered Care (2 credits)
MUS 570 - Music, Neurology and Physiology (2 credits)
MUS 575 - Music Therapy in Palliative Care (2 credits)
MUS 576 - Music Therapy in Trauma Informed Care (2 credits)
MUS 580 - Transcultural Music Therapy I (4 credits) (global educational experience)
MUS 582 – Transcultural Music Therapy II (4 credits) (global educational experience)
MUS 585 - Advanced Music Therapy Group Work (3 credits)
MUS 590 - Interdisciplinary Practice & Research Methods in Music Therapy (3 credits)
Thesis or Final Project
Completion of a thesis or final project is required as a part of the degree program. The thesis and final project are both
subject to approval by program director.
Thesis: A scholarly paper utilizing historical, philosophical, descriptive, experimental or mixed methods research.
Final Project: A supervised clinical project that is comprehensive and designed to develop and advance an area of
one’s clinical practice.
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The Equivalency Plus Master of Music Therapy will complete the courses outlined above in addition to any courses
needed to accomplish their equivalent status. The Equivalency Plus MMT is 64 credits plus the clinical internship and is
designed to be completed in two and a half years. The equivalency courses include the following:
MUS 271 - Introduction to Music Therapy (2 credits)
MUS 274 - Music Therapy Practicum (0 credits)
MUS 340 - Music Therapy Methods I (2 credits)
MUS 345 - Music Therapy Methods II (2 credits)
MUS 374 - Music Therapy Practicum (0 credits)
MUS 372 - Psychological Foundations of Music I (4 credits)
BIO 103 - Human Anatomy & Physiology (3 credits)
PSY 105 - Principles of Psychology (4 credits)
PSY 262 - Abnormal Psychology (4 credits)
EDC 410 - Learners with Special Needs (4 credits)
The Equivalency Plus+ Master of Music Therapy will complete the courses outlined previous two sections (MMT and
Equivalency Plus), as well as the course listed below.
MUS 101 Materials of Music I (2 credits)
MUS 111 Aural Skills I (2 credits)
MUP xxx Primary Lessons (minimum 4 semesters needed)
MUE xxx Chamber or Large Ensemble (minimum of 4 semesters needed)
MUS 102 Materials of Music II (2 credits)
MUS 112 Aural Skills II (2 credits)
MUS 201 Materials of Music III (2 credits)
MUS 211 Aural Skills III (2 credits)
MUS 231 History and Lit of Music I (4 credits)
MUS 232 History and Lit of Music II (4 credits)
Plan of Study
There are three tracks for the Master of Music Therapy program. The first is for individuals who hold a bachelor’s degree
in music therapy. They follow the master of music therapy track. The second track is for individuals that hold a
bachelor’s degree in music. They follow the Equivalency Plus Master of Music Therapy track. The third is for individuals
that hold a bachelor’s degree that is not in music, but have a strong music background. They follow the Equivalency
Plus+ Master of Music Therapy track.
Admission to MMT
Online Application
All college transcripts
2 letters of recommendation (can be submitted online through the application-please have your recommenders
email addresses when you begin the application).
Proof of Board Certification
An Audition (this can be taped or live) ten to fifteen minutes of your best instrument(s).
Essay-(can be submitted as part of the online application) no longer than three pages addressing the following
questions.
Describe your goals as a music therapist and how an MMT degree will help you reach those goals.
Tell about a moment that helped encourage you to begin a career in music therapy.
As a music therapist you will help people from all walks of life and with a variety of needs and illnesses, how are you
qualified (physically, mentally, and emotionally) to assist these people in improving their quality of life?
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Please note that you can upload your essay directly into the online application. You may also input the names and emails
of your recommenders and the system will send them a link to directions and the checklist we request they fill out for
you.
If not submitted with the online application, materials need to be sent to:
Augsburg College
Graduate Admissions, CB 65
2211 Riverside Ave S.
Minneapolis, MN 55454
or emailed to gradinfo@augsburg.edu
For Academic Policies, please see Academic Policies.
Accreditation and Affiliation
Augsburg is regionally accredited by:
The Higher Learning Commission of the North Central Association of Colleges and Schools.
National Council for the Accreditation of Teacher Education (NCATE)
The Master of Music Therapy Program is accredited by:
National Association Schools of Music (NASM)
American Music Therapy Association (AMTA)
MMT Faculty
Annie Heiderscheit, Assistant Professor, Director of Master of Music Therapy. BME-MT, Wartburg College; MS, Iowa
State University; PhD, University of Minnesota.
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Master of Science in Physician Assistant Studies
Mission
The mission of the Augsburg College Department of Physician Assistant Studies is based on a foundation of respect and
sensitivity to persons of all cultures and backgrounds and oriented toward providing care to underserved populations.
Students are well educated in current medical theory and practice, and graduates are encouraged to work in primary
care settings. The program promotes dedication to excellence in performance, with the highest standards of ethics and
integrity, and commitment to lifelong personal and professional development.
Accreditation
The Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) has granted Continued
Accreditation to the Physician Assistant Program sponsored by Augsburg College. Continued accreditation is an
accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards.
Continued Accreditation remains in effect until the program closes or withdraws from the accreditation process or until
accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next comprehensive
review of the program by ARC-PA will be Spring 2019.
About PA
As defined by the American Academy of Physician Assistants:
“PAs are health professionals licensed or, in the case of those employed by the federal government, credentialed to
practice medicine in association with designated collaborating physicians. PAs are qualified by graduation from an
accredited PA educational program and/or certification by the National Commission on Certification of Physician
Assistants ... Within the physician-PA relationship, PAs provide patient-centered medical care services as a member of a
healthcare team. PAs practice with defined levels of autonomy and exercise independent medical decision making within
their scope of practice.”
In the state of Minnesota, a PA is licensed with the Board of Medical Practice. In Minnesota, and most other states,
the PA must be NCCPA (National Commission on Certification of Physician Assistants) certified and hold a
delegation agreement with a licensed physician.
Curriculum
The Physician Assistant program at Augsburg is 28 months long with studies beginning each year in the summer
semester (late May or early June). The program accepts up to 30 students for each new class. Graduates will receive a
Master of Science in Physician Assistant Studies and a PA certificate.
Approximately the first 16 months of the program is didactic, or classroom work, including courses in human gross
anatomy, pathophysiology, clinical medicine, pharmacotherapy, history and physical exam skills, research, and
professional issues. The academic phase of the program also includes development of practical skills through the use of
case studies, simulated patients, and technical skills workshops (ie. suturing, casting/splinting, etc.)
The clinical phase is completed in approximately 12 months. The clinical phase of the program is designed to effectively
train students for practice by providing them with rotation experiences in different specialties and a variety of practice
settings. To that end, each student will be required to complete rotations outside the metropolitan area. Each student is
required to successfully complete clinical rotations in family medicine, pediatrics, women’s health, behavioral health,
emergency medicine, internal medicine, surgery, and one elective rotation by choosing from various specialties. The
clinical phase will culminate with a preceptorship that is designed to solidify the student’s skills and potentially place
them in a setting that might be interested in recruiting a graduate PA. Clinical instructors include Physicians, Physician
Assistants and other health care providers.
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A student will be required to complete the clinical phase at site(s) determined by the Program to provide the student
with the best educational experience. Clinical rotation sites will be located throughout the state of MN and other cities
in the 5 state area.
The Augsburg PA program includes time away from the program at varying times which may or may not differ from the
traditional breaks at Augsburg University; these breaks contribute to the overall 28 month length of the program.
PA Program Sample Calendar
YEAR 1
Summer
PA 501 - Human Anatomy and Neuroanatomy
PA 503 - Human Pathophysiology
Fall
PA 511 - History and Physical Exam Skills I
PA 521 - Pharmacotherapy I
PA 531 - Clinical Medicine I
PA 542 - Professional Issues
PA 546 - Clinical Practice Seminar I
Spring
PA 512 - History and Physical Exam Skills II
PA 522 - Pharmacotherapy II
PA 532 - Clinical Medicine II
PA 547 - Clinical Practice Seminar II
PA 555 - Research Tools for the Physician Assistant
YEAR 2
Summer
PA 533 - Clinical Medicine III
PA 545 - Clinical Phase Transition
Master’s Project course, one of the following*:
PA 599 - Directed Study
ML 577 - International Experience
Fall
PA 6XX - Clinical Rotations 1, 2, 3
Spring
PA 6XX - Clinical Rotations 4, 5, 6
YEAR 3
Summer
PA 6XX - Clinical Rotations 7, 8
PA 62X - Preceptorship
PA 690 - Capstone
*Other program-approved options may be available
For a complete list of courses and descriptions, see the Course Description Search.
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Admission to the PA Program
Admission Requirements
Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa.
Admission to any physician assistant program is a highly competitive process.
Qualified applicants will have:
Bachelor’s degree (in any major) from a regionally-accredited four-year institution
Minimum cumulative GPA of 3.0 as calculated by CASPA at the time of application
Minimum science GPA of 3.0 as calculated by CASPA at the time of application
Completed the prerequisite courses listed below
Prerequisite Courses
To be an eligible applicant for the physician assistant studies program, you must have completed the prerequisite
courses listed below. These courses must have been completed within 10 years of the year you are applying for
admission.
Applicants completing their first undergraduate degree in the spring term may complete prerequisite coursework in the
summer, fall, and spring term of the academic year they apply as long as the degree and prerequisite coursework will be
completed by the start date for the program. Applicants who already have an undergraduate degree, or who will
complete their degree in a term other than spring, have the summer and fall semesters of the year they apply by which
to complete prerequisites.
All course prerequisites must have been passed with a grade of C (2.0) or higher. Meeting minimum prerequisites does
not guarantee admission into the program.
One full course of psychology
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.
The following are strongly recommended but not required:
Direct patient care is the best type of experience to obtain in order to strengthen an application. We recommend at
least 2000 hours to be competitive in this category.
Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry
Demonstration of motivation for the PA profession by formally shadowing a PA or other health care provider.
Demonstration of a commitment to, and involvement with, underserved communities
Note: The Graduate Record Exam (GRE) is not required.
PA Studies Application Process
The Augsburg Physician Assistant Studies program has a two-step application process—applying through CASPA and to
Augsburg’s PA Studies Program.
The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is
sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the entering
class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms
with detailed instructions can be obtained online at portal.caspaonline.org.
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You will be considered an eligible applicant if you have a minimum cumulative GPA of 3.0 at the time of application (as
calculated by CASPA), if you have a minimum science GPA of 3.0 at the time of application (as calculated by CASPA), if
you have completed or will complete your undergraduate degree prior to the start date of the program, and if you have
completed or will complete your prerequisite courses within the timeline specified for your degree status.
Additional Application Details:
The Augsburg PA Program requires three letters of recommendation submitted through the CASPA process. We strongly
recommend that one be from an employer/colleague (a professional reference), one letter be from a professor or
adviser (an academic reference), and the third from a person of your choice. Be sure that your letter writers are able to
tell the committee about you as well as his/her experiences with you and observations about you.
Your Supplemental Application must be submitted electronically on or before August 1 in order to be considered.
We use the CASPA “Complete Date” to determine if you have met the application deadline of August 1. The “Complete
Date” on your application must be August 1 or prior in order to be considered meeting the deadline. CASPA assigns a
“Complete Date’ when they have received your electronic application, transcripts from all schools attended, 2 of your 3
letters of reference, and payment. Until those criteria are met, your application will not be given a “Complete Date.”
Your GPA (cumulative and science) is set at the time of your CASPA submission. The Augsburg PA Program will not
recalculate GPAs as additional coursework is completed post CASPA submission. We will request grade reports for your
prerequisite courses and add them to your file as they are completed, but your official GPA, as calculated by CASPA, will
be the GPA of record for your application
Selection Process
All complete files (CASPA and Supplemental Applications that meet requirements) will be reviewed by the admissions
committee.
The selection committee looks for a balanced application by reviewing key criteria such as cumulative GPA, science GPA,
and direct patient care experience followed by overall academic record, service to underserved (meaning
disadvantaged, minority, or underrepresented populations), essay responses, knowledge of the profession, fit with the
program goals and mission, and recommendation letters.
As the committee completes file review, candidates are selected for an interview. The interviews are generally
conducted during the months of October, November, and January. Candidates come to campus to meet program
faculty, staff and current students, and to view the facilities.
As interviews are completed, seats in the incoming class are offered. The cohort class will be filled between the months
of October and May. A list of alternates will be selected in January to fill seats that accepted candidates may not claim.
All applicants are notified of their final status by mid-February.
Accepted candidates must complete and pass a background check prior to matriculation and annually through the
program. Failure of the background check may result in dismissal from the program.
Academic Policies
Please see the PA program website at www.augsburg.edu/pa for further details about policies outlined here.
Technical Standards
The physician assistant 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 the Physician Assistant Studies Department at Augsburg
College must have, with or without reasonable accommodation, multiple abilities and skills including:
perception/observation, communication, motor/tactile function, cognition and professionalism.
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Candidates for admission and progression must be able to perform these abilities and skills in a reasonably independent
manner.
Perception/observation
Students must be able to perceive, by the use of senses and mental abilities, the presentation of information through:
Small group discussions and presentations
Large-group lectures
One-on-one interactions,
Demonstrations (physical exam maneuvers)
Laboratory experiments (cadaver dissection)
Patient encounters (at a distance and close at hand)
Diagnostic findings (EKGs, laboratory results, x-rays and ultrasound)
Procedures (suturing, casting/splinting, IV access))
Written material (powerpoints, textbooks, and readings)
Audiovisual material (slides, medical videos)
Communication
Students must be able to skillfully communicate (in English) verbally and in written form with faculty members, other
members of the healthcare team, patients, families, and other students, in order to:
Elicit information
Convey information
Clarify information
Create rapport
Develop therapeutic relationships
Demonstrate competencies
Motor/tactile function
Students must have sufficient motor function and tactile ability to meet the competencies required for graduation and
to:
Attend (and participate in) classes, groups, and activities which are part of the curriculum
Communicate in a written format
Examine patients (including observation, auscultation, palpation, percussion, and other diagnostic maneuvers)
Do basic laboratory procedures and tests
Perform diagnostic procedures
Provide general and emergency patient care (airway management, placement of intravenous catheters,
cardiopulmonary resuscitation, and application of pressure to control bleeding)
Function in outpatient, inpatient, and surgical venues (standing and actively assisting the surgical team)
Perform in a reasonably independent and competent way in sometimes stressful clinical environments
Cognition
Students must be able to demonstrate higher-level cognitive abilities, which include:
Rational thought
Measurement
Calculation
Visual-spatial comprehension
Conceptualization
Analysis
Synthesis
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Organization
Representation (oral, written, diagrammatic, three dimensional)
Memory
Application
Clinical reasoning
Ethical reasoning
Sound judgment
Professionalism
Students 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. In summary, PA
students must be able to:
Consistently display integrity, honesty, empathy, caring, fairness, respect for self and others, diligence, and
dedication
Promptly complete all assignments and responsibilities attendant to the diagnosis and care of patients
Develop mature, sensitive, and effective relationships, not only with patients but with all members of the
Augsburg community and healthcare teams
Tolerate physically, emotionally, and mentally demanding workloads
Function effectively under stress, and proactively make use of available resources to help maintain both physical
and mental health
Take responsibility for themselves and their behaviors
Documentation of a Disability
The Augsburg College Department of Physician Assistant Studies is pledged to the admission and matriculation of
qualified students and wishes to acknowledge awareness of laws which prohibit discrimination against anyone on the
basis of race, color, national origin, religion, sex, age or disability.
Regarding disabled individuals, the Physician Assistant Studies department will not discriminate against such individuals
who are otherwise qualified but will expect all applicants and students to meet certain minimal technical standards.
All Augsburg students have been accepted by the college based on their ability to succeed academically and are required
to meet the same academic and technical standards. Disability Resources (CLASS Office) provides academic support and
accommodations to students with disabilities or temporary conditions. Accessing accommodations is an ongoing and
interactive process where information can be gathered from the student and from other relevant sources. We ask that
students interview with a Disability Specialist to discuss their requests. We prefer students to present any
documentation that describes their disability and the impact on educational experiences and in the educational
environment early in the process. Each student’s requests will be evaluated on an individual basis.
The purpose of documentation is to assist in providing information and understanding about how the courses or
facilities might present barriers and to what degree the disability affects the student, and to plan for accommodations to
facilitate access.
Some Examples of Disabilities
Attention-Deficit/Hyperactivity Disorder (ADHD/ADD)
Learning Disabilities
Psychiatric Disabilities
Autism Spectrum Disorders
Head Injury/Traumatic Brain Injury
Physical Disabilities and Systemic Illnesses
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Deafness/Hearing Impairment
Blindness/Low Vision
Disabilities that are sporadic or degenerative in nature
Temporary conditions
The first step in accessing services is to call CLASS to schedule an appointment with a Disability Specialist, (612) 3301053.
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 phase.
Employment while in the Program
Program faculty discourage outside employment while in the Physician Assistant Program. Faculty do recognize that
employment may be an issue that some students will face. Given this recognition, realize that program obligations will
not be altered due to a student’s work obligations. It is further expected that work obligations will not interfere with the
physician assistant students’ learning progress or responsibilities while in the program.
Withdrawal and Readmission Policies
Voluntary withdrawal from the Physician Assistant Program may be initiated by a student after submission of a letter to
the Program Director requesting withdrawal. In the letter, the student should outline the circumstances and reasons for
withdrawal. Students will be requested to conduct an exit interview with the Program Director prior to leaving the
program. For information on withdrawal, see the Academic Policies section.
Readmission
Students may request readmission after voluntary withdrawal by submitting a letter to the Program Director stating the
reasons the student wishes readmission and the anticipated date for readmission. The submission of a letter and
previous enrollment does not constitute automatic acceptance and/or reentry into the program. Reapplication to the PA
Program after dismissal from the program will be considered only under extremely unusual circumstances.
For the full readmission policy and reapplication process, please contact the program.
Advanced Placement
The Department of PA Studies does not offer advanced placement to admitted students. All students admitted to the PA
Program must complete the entire curriculum.
Transfer
The Department of PA studies does not accept student transfers from other PA programs.
Costs of the PA Program
For tuition information, go to www.augsburg.edu/pa.
For complete and current payment options go to the Student Financial Services website at
www.augsburg.edu/studentfinancial.
PA Program Faculty
Beth Alexander, Associate Professor and Academic Coordinator; PharmD, University of Minnesota
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Eric Barth, Assistant Professor; BS and PA Certificate, Trevecca Nazarene University; MPAS, University of Nebraska
Stephanie Elko, Director of Clinical Education; MPAS, PA-C University of New England
Jenny Kluznik, Assistant Professor; MPH, George Washington University; MPAS, Augsburg College
Holly Levine, Assistant Professor; MD, Loyola University Chicago Stritch School of Medicine
Skye Peltier, Instructor; MPH, University of Minnesota; MPAS, Augsburg College
Alicia Quella, Program Director, Clinical Associate Professor; PhD, PA-C, University of Iowa
Meredith Wold, Instructor; MPAS PA-C, Augsburg College
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Master of Social Work
You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining
with others to respond to problems and develop opportunities that benefit individuals, families, groups, and
communities. The MSW degree prepares you for advanced professional practice in the field of social work.
Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups, and communities,
and with a dedication to system change that reduces oppression and discrimination. Graduates of our program share
how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates
valued our small class size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty
and staff. As a small program, we have high expectations for our students and at the same time offer the flexibility to
help them meet their individual goals.
Attending Augsburg College will transform and develop your professional life in unexpected ways. We have two
concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct clinical practice with
individuals, families, and groups. The second, Multicultural Macro Practice (MCMP), will prepare you for macro social
work practice with organizations, communities, and other large systems.
We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The
personal and professional growth necessary to become an advanced professional social worker is challenging. We
encourage you to take the challenge with us.
Lois A. Bosch, PhD, LISW
Director, Master of Social Work
MSW Mission
Our mission is to develop social work professionals for advanced practice that promotes social justice and
empowerment towards the well-being of people in a diverse and global society.
Program Overview
The MSW program prepares social work students for agency-based practice in public and nonprofit settings. By working
in the agency setting, social workers collaborate with others to provide holistic, affordable, and accessible services to
individuals, families, groups, and communities. Our challenging MSW curriculum integrates social work theory with
micro and macro practice methods. Students develop skills, knowledge, and values necessary for ethical social work
practice. As you progress through our MSW program, you will:
Learn how individuals live in and are affected by their social environment
Understand how social policies and programs affect individuals, families, communities, and society
Apply theories and methods of practice through the field practicum experience
Use a range of client-centered approaches to practice with client groups of all types and sizes
Engage in practice informed by sound, scholarly research
Evaluate the effectiveness of your social work practice or social work programs
Advocate for the eradication of oppression and discrimination
Be a responsible and contributing citizen in the local and global community
Accreditation
Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be
accredited by CSWE if you seek licensure with the social work board of your state. For more information on CSWE
accreditation go to www.cswe.org.
Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and
Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the Accreditation, Approvals,
and Memberships section of this catalog.
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Plan of Study
Students entering Augsburg’s MSW program with a bachelor’s degree from a discipline other than social work are
classified as foundation students. Full-time foundation students are enrolled in a two year program. Part-time
foundation students are enrolled in a four year program.
Students entering Augsburg’s MSW program with a bachelor’s degree in social work from a CSWE (Council on Social
Work Education) accredited institution are classified as advanced standing students. Advanced standing students are
enrolled in a 16 month program. The part-time option is not generally available for advanced standing students.
All students must complete the MSW degree in no more than 4 years following matriculation.
Academic Calendar
The MSW program meets on a semester calendar, with classes offered September through June. Classes typically meet
every other weekend with an occasional back-to-back weekend. Field practicum hours are generally completed during
weekday hours. If a student lives outside the Twin Cities metro area, the field practicum hours can be completed at a
placement near the student’s place of residence. Hours per week vary depending on the agency placement and the
student’s availability. For academic calendars and schedules, go to www.augsburg.edu/registrar.
Class Periods
Classes meet in 4 hour blocks on Friday evenings, 6 to 10:00 pm; Saturday mornings, 8:00 am to 12 pm; and Saturday
afternoons, 1:00 to 5:00 pm. Each class meets on campus for 8 sessions in a given semester and for 4 sessions on
campus in a summer term (May-June), with the expectation that students engage in hybrid learning activities between
on-campus class weekends.
Time Commitment
Although classes meet on weekends, students spend time on their studies during non-class weekends and weekdays in
accordance with our hybrid learning format. Hybrid learning is a combination of face-to-face class sessions and
online/experiential learning. On a class weekend, the typical student will spend 12 hours in class within a 23-hour
period. For every hour spent in class, a student may expect to spend 3 to 4 hours outside of class working on online
activities, assignments, readings, or group projects. A student may also spend 15 to 20 hours per week in the field
practicum during the fall and spring semesters (a span of 8 to 9 months for each practicum). In the final year of study,
students complete a summative evaluation or a portfolio, which requires significant independent research, analysis, and
writing.
Some MSW students work full-time while enrolled in the program. However, full-time employment is not
recommended. Most students arrange to reduce their work hours or request time away during their graduate studies.
Each student’s situation is unique and must be decided individually. All students must develop strategies for balancing
family, work, and academic responsibilities.
Credit and Contact Hours
MSW courses range from 2 to 4 semester credits. Depending on the number of credits, students will spend 16 to 32
hours in the classroom per course. Students will also be expected to engage in activities and independent study outside
of class.
Cohort Structure
MSW students are admitted to a particular cohort. Cohorts are distinguished by level of admission (foundation or
advanced standing), rate of attendance (full-time or part-time), and chosen concentration (Multicultural Clinical Practice
[MCCP] or Multicultural Macro Practice [MCMP]). Any changes to a student’s cohort selection must be approved by the
MSW director.
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Field Practicum
Foundation students complete 920 hours in two field practica; advanced standing students complete 500 hours in one
field practicum. Successful completion of the first field practicum, required for foundation students, is a minimum of 420
hours. Successful completion of the second field practicum, required for both foundation and advanced standing
students, is a minimum of 500 hours. Each practicum experience is spread over two semesters (fall and spring). These
hours are completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses.
MSW Curriculum Components
Foundation Curriculum
In the foundation courses and field practicum, you are introduced to social work as a profession. You will learn both
historical and contemporary theories and practice methods relating to both the individual and the environment. During
the foundation year, you will study human behavior and the social environment, history of social welfare policy,
research methods, assessment frameworks, family and community diversity, and social work values and ethics.
In the foundation curriculum you will apply this generalist knowledge of theories and practice methods in the generalist
field practicum. The field practicum is completed concurrently with your enrollment in two field seminar courses. The
full foundation curriculum is required of all students, with the exception of those admitted with advanced standing.
Before beginning the concentration curriculum, all foundation coursework and field hours must be successfully
completed.
Concentration Curriculum
After completing the foundation requirements, you will enroll in the concentration curriculum that you selected at the
time of your application to the program. You will also complete an advanced field practicum. Augsburg offers two
concentrations: Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP). In either concentration,
you will deepen your knowledge of the primary issues affecting families and communities, develop a range of clientcentered approaches to practice, gain a broader understanding of human diversity, develop competencies in practicebased research, and learn practice or program evaluation techniques.
In the concentration curriculum, you will apply this advanced knowledge of theories and practice methods in the
concentration field practicum. The field practicum is relevant to your chosen concentration and is completed
concurrently with your enrollment in two field seminar courses. As a capstone to your MSW program, you will complete
a portfolio project or a summative evaluation project.
Multicultural Clinical Practice (MCCP) Concentration
Multiculturalism is a process requiring practitioners to have a deep awareness of their social and cultural identities, as
well as the ability to use multiple lenses when working with diverse populations. With person-in-environment as an
organizing perspective, multicultural clinical social work practice addresses the biopsychosocial and spiritual functioning
of individuals, families, and groups. To this end, graduates of the MCCP concentration develop competence in using
relationship-based, culturally informed, and theoretically grounded interventions with persons facing challenges,
disabilities, or impairments, including emotional, behavioral, and mental disorders.
Multicultural Macro Practice (MCMP) Concentration
In the tradition of Jane Addams, the heart of macro social work practice is directing energy toward changing agency,
government, and institutional policies that obscure or oppress people. While many social workers view their role as
focused on individuals and families, social workers must actively seek equality and justice for clients within agencies,
institutions and society. Social work leaders must advocate for social change where necessary to ensure social justice.
Similar to the MCCP concentration, it is important to address macro level social work practice within the context of
cultural understanding and awareness. The Multicultural Macro Practice concentration (formerly Program Development,
Policy and Administration) responds to this demand for leadership.
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The macro social work practitioner recognizes the strengths and abilities of individuals and communities to implement
change. The social work macro practitioner works with these individuals to do so. In the MCMP concentration, you will
learn the knowledge and skills necessary to work with others to achieve needed social change. You will also learn to
develop, lead, guide, and administer programs that serve diverse people in a variety of settings.
Portfolio or Summative Evaluation Project
Portfolio Project (MCCP students)
The goal of the MCCP Portfolio is to enhance the integration of theory and practice, as well as to offer more vivid
portrayals of a student’s academic and professional experience than traditional assessments. By definition,
portfolios are formative (i.e., designed for guided reflection and self-evaluation). However they are also summative
documents in that they illustrate students’ competencies. All MCCP students are required to create a portfolio
during their final year of study. Items in a portfolio might include videos, process recordings, reflective statements,
writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from service users,
self-evaluations of personal progress, and links to references.
Summative Evaluation Project (MCMP students)
All social workers must evaluate their practice to determine whether they are helping or harming clients. While in
the concentration practicum, MCMP students will design and implement a program evaluation for their summative
project. This project requires integration and application of knowledge and skills from both the foundation and
concentration curricula. Students develop their research while in their field internship and are advised by their field
seminar professor. Students conduct and present this evaluation/research project during their final year of study.
Master’s Thesis
Students in both concentrations have the option of completing a thesis in addition to either the portfolio or summative
evaluation project. Credit for the SWK 699 general elective is given for this option. Students work with a thesis advisor to
develop more in-depth research skills contributing to social work knowledge. To pursue the thesis option, students
should notify the MSW program director by the end of spring semester of the foundation year.
Degree requirements
To be conferred the MSW degree, students must achieve the following:
Successful completion of any admission conditions (see Admission to MSW)
Successful completion of all required MSW courses
No more than two courses with a grade of 2.5 and with a cumulative GPA of 3.0 or higher
Successful completion of 920 hours of approved field practica for foundation students or 500 hours of approved
field practicum for advanced standing students
Successful completion and submission of the portfolio project (MCCP) or the summative evaluation project (MCMP)
Successful completion of all degree requirements within 4 years of matriculation.
State of Minnesota Social Work Licensure
Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate
Social Worker (LGSW) license exam from the Minnesota Board of Social Work. To achieve LGSW licensure students must
pass the Association of Social Work Boards (ASWB) master’s level national social work licensure examination and
complete the MSW degree.
To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker
(LICSW) license, one must work two years full-time (or 4,000 hours part-time) as an LGSW under the supervision of an
LISW or LICSW, depending on the desired licensure. Upon completion of the supervision requirement, one may take the
LISW or LICSW’s Association of Social Work Boards (ASWB) national social work licensure examination. For the LICSW,
there are additional requirements for 360 clinical clock hours in 6 specific categories. For more information, go to the
Minnesota Board of Social Work web page, www.socialwork.state.mn.us.
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MSW Course Requirements
Foundation Courses
FALL
SWK 500 - Human Behavior and the Social Environment*
SWK 505 - Practice Methods and Skills 1: Individuals*
SWK 530 - Integrative Field Seminar 1 (taken concurrent with first practicum)*
SPRING
SWK 506 - Practice Methods and Skills 2: Groups and Families*
SWK 535 - Integrative Field Seminar 2 (taken concurrent with first practicum)*
SWK 504 - Applied Research Methods (foundation students only)
SUMMER
SWK 501 - History of Social Welfare Policy*
SWK 516 - Practice Methods and Skills 3: Communities and Policies*
SWK 510 - Advanced Practice Methods (advanced standing students only)
SWK 509 - Human Behavior: Mental Health Assessment and Diagnosis (advanced standing students only)
SWK 504 - Applied Research Methods (advanced standing students only)
*Course potentially can be waived for advanced standing students (BSW holders).
Concentration Courses
Multicultural Clinical Practice (MCCP) Concentration:
FALL
SWK 610 - Integrative Field Seminar 3: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum)
SWK 615 - Diversity and Inequality 1: Multicultural Clinical Practice (MCCP)
SWK 628 - Multicultural Clinical Practice (MCCP) with Individuals
SWK 629 - Multicultural Clinical Practice (MCCP) with Families
SPRING
SWK 611 - Integrative Field Seminar 4: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum)
SWK 616 - Diversity and Inequality 2: Multicultural Clinical Practice (MCCP)
SWK 630 - Multicultural Clinical Practice (MCCP) Policy Practice
SWK 631 - Multicultural Clinical Practice (MCCP) with Groups
SUMMER 1
SWK 634 - Multicultural Clinical Practice (MCCP) Supervision
SWK 639 - Multicultural Clinical Practice (MCCP) Elective
SWK 640 - Multicultural Clinical Practice (MCCP) Capstone
SWK 699 - General Elective
Multicultural Macro Practice (MCMP) Concentration:
FALL
SWK 651 - Integrative Field Seminar 3: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum)
SWK 657 - Diversity and Inequality 1: Multicultural Macro Practice (MCMP)
SWK 660 – Multicultural Macro Practice (MCMP) Research Methods
SWK 667 - Organizations/Social Administrative Practice 1
SPRING
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SWK 652 - Integrative Field Seminar 4: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum)
SWK 658 - Diversity and Inequality 2: Multicultural Macro Practice (MCMP)
SWK 668 - Organizations/Social Administrative Practice 2
SWK 670 - Multicultural Macro Practice Policy
SUMMER
SWK 669 - Organizations/Social Administrative Practice 3
SWK 699 - General Elective
SWK 671 – Multicultural Macro Practice (MCMP) Planning
Portfolio or Summative Evaluation Project
Completed and submitted in final year of study.
SWK 699 General Elective
Students in both concentrations complete at least one general elective course. The following are examples of elective
offerings that rotate each year:
Trauma, Theory, and Treatment in Multicultural Clinical Practice
Cognitive Behavioral Therapy in Social Work Clinical Practice
Spirituality and Social Work Practice
Empowerment of Services Users in Mental Health
Children’s Mental Health
We also offer short-term electives abroad, typically two weeks in length: Exploring Human Services in International
Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, Bolivia, China, and Hong Kong)
Fieldwork and Field Placement
Social work education goes beyond the classroom. Through the field experience, we expect that students will
demonstrate skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the
MSW program are essential to successful learning. The foundation of the practice includes:
Ethical, competent professional practice
Problem solving within a systems framework and strengths perspective
Use of advanced practice theories in Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP)
settings
Evaluation of the effectiveness of program or practice activities
An understanding of and respect for diverse peoples and cultures
Responsibility and service to the local and global community in the interest of social justice
A commitment to oppose oppression of all forms
Field Education Format
Under the instruction and supervision of professionally-trained, MSW-level, and program-approved field instructors,
foundation students will spend a minimum of 920 hours in two field practica. Advanced standing students will spend a
minimum of 500 hours in one field practicum. Both the foundation and concentration practica are spread over 2
semesters (fall and spring). Both practica are concurrent with enrollment in integrative field seminars, as well as other
MSW coursework.
The fieldwork education of the MSW program is divided into two components:
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
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foundation level. Students spend an average of 15 hours per week during the fall and spring semesters in this
practicum.
Concentration Practicum
The concentration practicum places emphasis on advanced practice skills and leadership qualities related to the
chosen concentration. It requires a minimum of 500 hours and is completed by all students, including those
admitted with advanced standing. Students spend an average of 18 hours per week during the fall and spring
semesters in this practicum.
Process for Field Practicum Selection
Field practica begin in the fall, but the selection process begins the previous spring in collaboration with two other Twin
Cities MSW programs. Students attend a field orientation before beginning their search. Augsburg College and the
University of Minnesota - School of Social Work jointly host a field fair where students meet a large number of agencies
and potential field instructors. Practicum selection involves interviews at approved sites, arranged by the student, and a
matching process conducted collaboratively by the field coordinators at three of the MSW programs in the Twin Cities.
In some instances, students can petition to complete a field practicum at an agency not on the approved list or at their
place of employment. Students who wish to do so work with the MSW field coordinator for such proposals.
Field Practicum Settings
The Augsburg field faculty are committed to the success of each student in a stimulating and challenging field practicum.
Our current list of approved clinical and community practice field sites includes agencies in the following areas of
practice:
Family and children
Child welfare
Mental health
Crisis intervention
Senior resources
Family social policy
Health and human services
Corrections and probation
Public and independent schools
Youth services
Hospitals
Developmental disabilities
American Indian family services
Chronic and persistent mental illness
Chemical dependency
Court services
Immigrant, migrant, refugee services
Victims of torture
Faith-based social services
Neighborhood services
Legislation advocacy
Housing services
Employment services
Community organizing
Research centers
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Dual Degree in Social Work and Business Administration (MSW/MBA)
Augsburg College offers a dual MSW/MBA degree in social work and business administration. Students enrolled in the
dual degree program learn to create better managed and financially sound service organizations to serve diverse
communities, both locally and globally.
Purpose
Many social service agencies today require that agency managers combine financial and business expertise with social
work practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that
demands the delivery of quality services with increasingly limited resources.
Concentration
The MSW/MBA dual degree includes an accelerated third year of study for MSW students who elect the Multicultural
Macro Practice (MCMP) concentration. In this concentration, students learn to effect positive change in social service
systems through their work with communities, organizations, and social policy makers. Prior Augsburg MSW graduates
who have completed the necessary Multicultural Macro Practice (MCMP) coursework are eligible to return to complete
the MBA portion of the dual degree. The MSW degree must be completed before the MBA portion of the dual degree.
Schedule
Years 1 and 2 (September through June)
MSW classes meet on alternating weekends—Friday evenings, Saturday mornings, and Saturday afternoons—and
students engage in hybrid learning activities between class weekends.
Year 3 (12–16 months)
MBA classes meet one night per week. The MBA program includes a summer term. See the MBA section for required
courses for the dual degree.
Curriculum
Foundation or advanced standing coursework
Either 920 hours (foundation) or 500 hours (advanced standing) MSW field practicum experience
The MSW summative evaluation project may be accepted by the MBA program as partial fulfillment of the MBA
project.
Complete a minimum of eight MBA courses for students who completed the MSW degree 2002 and beyond;
complete a minimum of nine MBA courses for students who completed the MSW degree prior to 2002
For more information regarding the MBA coursework required for the MSW/MBA dual degree, see the MBA section.
MBA Admission
MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait
to apply to the MBA program until their concentration year. The GMAT is waived for MSW/MBA dual degree applicants.
MBA application materials include: completed application, two short essays, an updated resume, two letters of
recommendation, and a personal interview with the MBA program director. Admission to one program does not
guarantee admission to the other.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to MSW
The Augsburg College MSW program promotes the widest possible diversity within its student population. Therefore,
the admission policies ensure that educational opportunities are provided to persons with a range of abilities,
backgrounds, beliefs, and cultures.
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Listed below are general descriptions for the application process. Refer to the online MSW application documents for
details regarding specific application requirements.
Admission Requirements
Bachelor’s degree from a regionally-accredited college or university
Cumulative undergraduate GPA of 3.0 or higher
Liberal arts coursework in the social sciences, humanities, biology, and statistics
Application Checklist
The application deadline is January 15 each year for matriculation in the following academic year. All application
materials noted below are due by the application deadline. For more information go to www.augsburg.edu/msw or call
612-330-1101.
Completed application form
$35 application fee
One official transcript from each previously-attended postsecondary institution. This includes colleges, universities,
vocational/technical institutions, and PSEO institutions.
Liberal arts prerequisite coursework including four social sciences, three humanities, one biology, and one statistics
course. These courses must be completed prior to enrollment.
Completed BSW course equivalency checklist (for advanced standing applicants)
Three recommendation checklist forms, with letters attached, submitted online
Typed personal statement responding to the questions noted on the application form
Results of the TOEFL language tests, if applicable
Official international credit evaluation course-by-course review (for degrees completed outside of the United States)
Admission as an international student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Admission as a transfer student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
Transfer students may receive up to 22 transfer credits. (See Evaluation of Transfer Credit in the Academic Programs and
Policies section of this catalog.) Eligible courses must be from a CSWE-accredited MSW program and students must have
received a grade of B (3.0) or higher. Students must complete no fewer than 30 credits at Augsburg in order to receive
their MSW degree from Augsburg College.
We do not grant academic credit for work or life experience.
Admission with Advanced Standing
Advanced standing is an application category open to those with a bachelor’s degree in social work from a program that
is accredited by the Council on Social Work Education (CSWE). Advanced standing applicants may seek waivers for the
following eligible MSW courses: Human Behavior and the Social Environment, History of Social Welfare Policy, Practice
Methods and Skills 1 and 2, and Integrative Field Seminars 1 and 2 (which include 420 field practicum hours). Advanced
standing applicants must offer an equivalent BSW course for each with a grade of B (3.0) or higher in order to receive a
waiver.
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Academic Policies
Academic Achievement
Students must maintain at least a 3.0 cumulative grade point average in the MSW program. If a student falls below a 3.0
average, the student will be placed on academic probation. A 3.0 cumulative grade point average must be restored in
order for a student to be removed from probation. If the cumulative grade point average again falls below 3.0, the
student may be dismissed from the program. Students are retained in the program who can:
Maintain expected grade point average (3.0 or higher)
Complete course requirements of the program and field placement in a timely manner
Complete the program within four years
Abide by the department’s Standards for Social Work Education and the NASW Code of Ethics
No more than two courses with a grade of 2.5 will count toward the degree. Courses with a grade below 2.5 must be
repeated. No more than two courses can be repeated. Only the credits and grades earned the second time are counted
in the grade point average. If a student receives a grade below 2.5 in a field course, the MSW director will initiate a Level
3 review, as outlined in section 3.2 of the Standards for Social Work Education.
Evaluation of Student Field Performance
The criteria for evaluating field performance can be found in the MSW Field Manual, which is located on the MSW
program Moodle page. The MSW Field Manual may be requested from the MSW Field Coordinator or MSW program
staff.
Four-Year Limit
All students are required to finish the degree within four years of matriculation. See the Academic Programs and Policies
section of this catalog for policy on continuation of coursework or final thesis.
Leave of Absence
Students who interrupt their program enrollment must request a leave of absence through the MSW program in order
to maintain their admitted status. The request must be made in writing or via the student’s Augsburg email account. A
leave of absence typically requires a full year away from the program in order to return to classes in sequence.
Prerequisite Courses
All foundation courses are prerequisite to the concentration courses. Students may not enroll in the concentration
courses until successfully completing all foundation courses. In addition there are individual courses that are
prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Student Handbook.
Program Costs
In addition to tuition fees, MSW students can expect to a pay a facilities fee and a field program fee. Students can also
expect to purchase textbooks and student liability insurance when in a field placement. There may also be additional
fees associated with short-term study abroad electives.
Graduate Scholarship Search Tips
As you may know, graduate students do not have access to many of the financial aid opportunities open to
undergraduates. Because of this, we strongly encourage you to spend time doing your own independent research into
graduate funding available locally, nationally, and internationally.
The simplest way to begin a search for graduate funding is to look online. There are many scholarship search engines
online. The following websites may provide a good starting point for your search:
www.naswfoundation.org
96
www.gradloans.com
www.cswe.org
www.gradschools.com
www.mnssa.org
www.fastweb.com
www.aauw.org
www.gradview.com
www.finaid.org
www.petersons.com
www.studentaid.ed.gov
Examples of Social Work Graduate Scholarships
Carl A. Scott Book Scholarship
Two $500 scholarships offered each year to students from ethnic groups of color. Applications due in May (go to
www.cswe.org).
Gosnell Scholarship Funds
Ten awards ($1,000-$4,000) offered to social work students interested in working with American Indian/Alaska
Native and Hispanic/Latino populations or in public and voluntary nonprofit agency settings. Applications due in
August (see www.naswfoundation.org).
Vern Lyons Scholarship
One award ($2,000) offered to students interested in health/mental health practice and a commitment to the
African American community. Applications due in August (see www.naswfoundation.org).
American Board of Examiners in Clinical Social Work
Several awards ($1,000 each) offered to students who demonstrate excellence in preparation for clinical social work
practice. Applications due in March (see www.abecsw.org).
MSSA Diversity Educational Scholarship
One $500 award offered to students from African-American, American Indian, Asian, LGBT, Hispanic and Immigrant
Cultures in completing their education in the Human Service Field. Applications due in June (see
www.mnsocialserviceassoc.org).
Marjorie J. Carpenter Scholarship
One $1,500 award offered to students seeking education in the human service field so they may enhance their
professional and/or technical skill development. Applications due in June (see www.mnsocialserviceassoc.org).
Augsburg Scholarships
Augsburg’s Social Work Department offers several scholarships each year. Students who are enrolled in the first year of
the program are eligible to apply. Awards range in amount from $300 to $1,500.
Phyllis M. Baker Memorial Scholarship
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship
Steen Family Scholarship Fund for Minority Social Work Students
Edwin Yattaw Memorial Scholarship
Bodo F. Suemnig Memorial Scholarship
Blanca Rosa Egas Memorial Scholarship
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 semester. This would apply to all semesters of the MSW program. Contact the Enrollment Center for
more information.
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Augsburg Partnership Grant
The Augsburg Partnership Grant applies to new enrolling students only and allows employees of partner institutions to
receive a 10% tuition discount. Application fees of $35 are also waived. If a student enrolls in an Employer Tuition
Reimbursement Payment Plan, the $20 processing fee is also waived. Contact the Enrollment Center for more
information.
Military Discount
See description in the Financing Your Education section of the catalog.
MSW Forum
All MSW students are invited to participate in the student-run organization, the MSW Forum. The purpose of the forum
is to facilitate communication between social work students and the social work department, as well as to provide the
opportunity for student participation in departmental governance, curriculum development, and program
improvements. As such, forum members are invited to attend Social Work Department meetings via representatives.
The forum has historically been volunteer based. Any student may serve on the forum, provided the student can make a
commitment to attend the meetings and share in the efforts. The MSW director and MSW program coordinator also
serve on the forum. Other faculty may be invited as permanent members or as guests.
Past forum members established these guidelines:
Provide an avenue for students to share and discuss ideas and/or concerns related to the MSW educational
experience with the Social Work Department
Encourage constructive dialogue among students, faculty, and department and College administrators
Make recommendations to the department regarding program improvements
Receive and give feedback on expectations of faculty, students, and the College
Plan and coordinate MSW student events, lectures, discussions
Organize social action projects
MSW Faculty
Laura Boisen, Professor of Social Work, MSW Field Coordinator. BS, Wartburg College; MSSW, University of Wisconsin;
MPA, Iowa State University; PhD, University of Minnesota.
Lois A. Bosch, Professor of Social Work, MSW Program Director. BA, Northwestern College; MSW, University of Iowa;
PhD, University of Illinois-Urbana-Champaign.
Ankita Deka, Associate Professor of Social Work. BA, Delhi University; MSW, Tata Institute of Social Sciences; PhD,
Indiana University.
Christina Erickson, Associate Professor of Social Work, BSW Field Coordinator. BS, University of Minnesota; MSW,
University of Minnesota-Duluth; PhD, University of Illinois-Chicago.
Melissa Hensley, Associate Professor of Social Work, Field Education Coordinator. BA, MSW, PhD, Washington
University in St. Louis; MHA, University of Missouri–Columbia.
Bibiana Koh, Assistant Professor of Social Work, BSW Program Director. BA, Hartwick College; MA, Columbia University;
MAT, School for International Training; MSW, Smith College; PhD, University of Minnesota.
Barbara Lehmann, Associate Professor of Social Work. BA, Knox College; MSW, Tulane University; PhD, Case Western
Reserve University.
Nancy Rodenborg, Professor of Social Work. BA, Indiana University; MSW, University of Minnesota; MIA, School of
International Training; PhD, University of Arizona.
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Michael Schock, Associate Professor of Social Work, Department Chair. BA, University of Washington; MSW, University
of Minnesota; PhD, University of Washington.
MSW Staff
Doran Edwards, BSW Program Assistant Director
Emily Glynn, MSW Program Coordinator
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Augsburg College Board of Regents
For more details, go to www.augsburg.edu/about/leadership/regents.
Andra Adolfson
Ann B. Ashton-Piper
Karen A. Durant ’81
Matthew K. Entenza, J.D.
Mark A. Eustis
Alexander J. Gonzalez ‘90
Norman R. Hagfors
Jodi L. Harpstead
Bishop Richard N. Hoyme, ex-officio
Diane L. Jacobson, Ph.D.
Rev. Rolf A. Jacobson, Ph.D.
Wayne D. Jorgenson ‘71
Toby Piper LaBelle ‘96
The Honorable LaJune Thomas Lange ’75, J.D.
Steven E. Larson ’71, M.D.
André J. Lewis ’73, Ph.D.
Dennis J. Meyer ‘78
Pamela Hanson Moksnes ‘79
Paul S. Mueller ’84, M.D.
Jeffrey M. Nodland ’77
Lisa M. Novotny ’80
Paul C. Pribbenow, Ph.D.
Curtis A. Sampson
Earl W. Sethre ‘68
Dean A. Sundquist ‘81
Bishop Ann M. Svennungsen, ex-officio
Gary A. Tangwall ’80
Rev. David L. Tiede, Ph.D.
Vicki L. Turnquist
Rev. Norman W. Wahl ’76, D.Min.
Steven J. Wehrenberg ‘78
Rev. Mark N. Wilhelm, Ph.D., ELCA advisory member
ELCA Congregational and Synodical Mission
Executive Director
The Rev. Dr. Stephen Bouman
Program Director for Schools
The Rev. Dr. Mark Wilhelm
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Show less
Sideline support
Beyond fjords and freeways
Boom or bust
Homecoming 2015
SCHOLARSHIP
IN ACTION
FALL 2015 | VOL. 78, NO. 1
INSIDE
AUGSBURG NOW
Vice President of Marketing
and Communication
Rebecca John ’13 MBA
rjohn@augsburg.edu
Director of News and
Media Services
Stephanie Weiss
weis... Show more
Sideline support
Beyond fjords and freeways
Boom or bust
Homecoming 2015
SCHOLARSHIP
IN ACTION
FALL 2015 | VOL. 78, NO. 1
INSIDE
AUGSBURG NOW
Vice President of Marketing
and Communication
Rebecca John ’13 MBA
rjohn@augsburg.edu
Director of News and
Media Services
Stephanie Weiss
weisss@augsburg.edu
NOTES FROM PRESIDENT PRIBBENOW
On being faculty-guided
In recent issues of Augsburg Now (apparently still
the name of this fine publication—see page 7!),
I’ve written about our Augsburg2019 vision to be
“a new kind of student-centered urban university,
small to our students and big for the world.”
I’ve also turned cultural myths on their heads,
arguing that colleges should be student-ready
and not the other way around.
As compelling as our vision is, the studentcentered and student-ready Augsburg still has at
its heart a distinguished and dedicated faculty
whose commitment to our students and their
education is as it always has been—unparalleled,
hard-working, and full of imagination and resolve.
In other words, as we aspire to be studentcentered, we will always be faculty-guided.
In all of my travels to visit alumni on behalf
of Augsburg, the conversation inevitably turns
to the faculty member who asked the right
question, introduced a new way of thinking,
became a mentor, stayed in touch, changed my
life. The values and commitments of the legends
of Augsburg’s faculty—Christensen, Chrislock,
Torstenson, Quanbeck, Peterson, Nelson, Colacci,
Sateren, Mitchell, Hesser, Shackelford, Gus,
Gabe—are now alive in the Augsburg faculty of
the 21st century.
And some of their stories are in the pages
that follow.
Stories of creative and groundbreaking
teaching, such as the work of Associate Professor
of Political Science Joe Underhill, whose 15-year
dream to spend a semester with students on the
Mississippi River is now a reality with this fall’s
“River Semester.” Imagine a dozen students,
two faculty members, and a river guide or two
traveling almost 1,800 miles from St. Paul to
New Orleans in canoes, engaging the biology and
politics of the Mississippi River over three and
a half months. Makes you want to go back to
college!
Stories of relevant and timely research, such
as the project undertaken by Associate Professor
of Sociology Tim Pippert to explore the impact
of the oil boom in North Dakota, seeking to
understand the various social implications for
the communities at the center of the dramatic
change. It’s the Gold Rush all over again, but
with 21st century challenges to the well-being of
individuals and communities.
Stories of faithful service, which has been
recognized by President Obama in naming
Augsburg one of five finalists (for the second year
in a row) for the President’s Award for Interfaith
Dialogue and Service. Our robust interfaith work
with students and our neighbors is led by faculty
members Martha Stortz and Matt Maruggi from
the Religion Department, along with College
Pastor Sonja Hagander and Distinguished Fellow
Mark Hanson ’68. And don’t miss the fun
interview with Nancy Fischer, associate professor
of sociology and urban studies, who ties her
research about secondhand clothes to serving the
needs of our neighbors.
For almost 150 years, it has been Augsburg’s
faculty who have guided our work as a college
and whose wisdom and experience have
equipped our students to change the world. May
it always be so.
Faithfully yours,
Director of Marketing
Communication
Stephen Jendraszak
jendra@augsburg.edu
Communication Copywriter
and Editorial Coordinator
Laura Swanson ’15 MBA
swansonl@augsburg.edu
Creative Associate
Denielle Johnson ’11
johnsod@augsburg.edu
Marketing Copywriter
Christina Haller
haller@augsburg.edu
Production Manager
Mark Chamberlain
chamberm@augsburg.edu
Photographer
Stephen Geffre
geffre@augsburg.edu
Advancement Communication
Specialist
Jen Lowman Day
dayj@augsburg.edu
Contributor
Kate H. Elliott
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
PAUL C. PRIBBENOW, PRESIDENT
Send address corrections to:
langemo@augsburg.edu.
Email: now@augsburg.edu
AUGSBURG NOW
Fall 2015
02 Around the quad
08
Annual report to donors
10
Uncorking the mysteries of wine
13
Sideline support
18
Beyond fjords and freeways
20
Boom or bust
26
Homecoming 2015
28
Auggies connect
32
Class notes
40
In memoriam
26
Andrew Held ’05 celebrates his 10-year class reunion and totes his daughter, Mabel, through the
Taste of Augsburg at Homecoming 2015. Learn more about Homecoming events and honorees on
pages 26 and 32.
On the cover: A pump jack extracts oil from the Bakken
shale formation that lies miles below a field of grain outside
Williston, North Dakota. Learn about the state’s new oil
landscape: pages 20-25.
Correction: In the Summer 2015 issue of Augsburg Now,
U.S. Rep. Keith Ellison of Minnesota mistakenly was
identified as a U.S. senator in the article “Making their
mark,” which described a research experience that drew a
student-faculty duo to East Africa and Capitol Hill.
All photos by Stephen Geffre unless otherwise
indicated.
A scene from the River Semester
launch event held September 1.
AUGGIES MAKE A SPLASH
WITH HANDS-ON LEARNING
The first-ever Augsburg College River Semester—a three-and-a-half month
program in which a dozen students as well as faculty members will travel
almost 2,000 miles of the 2,350-mile Mississippi River from St. Paul to
New Orleans while studying the arts, humanities, and sciences—departed
from St. Paul’s Harriet Island on September 1. As part of the kickoff, the
River Semester class, created and led by Associate Professor of Political
Science Joe Underhill, was
joined by a group of nearly
“This is my ideal form of higher education.
100 community members
It’s experiential, engaged with the community,
who paddled in canoes
interdisciplinary, physical, and mental.”
from St. Paul to South St.
—Joe Underhill, lead River Semester professor
Paul. Many media outlets
Winona Daily News, September 15
covered the launch, and
Minnesota Gov. Mark
Dayton proclaimed September 1
Follow the crew on their journey at
augsburg.edu/river/blog.
“Augsburg College River Semester Day.”
2
Augsburg Now
AUGGIE PLAN
OFFERS PATHWAY
to four-year degree
This past spring, officials from
Augsburg College and Minneapolis
Community and Technical College
launched the Auggie Plan, an efficient
and affordable track to a four-year
degree for students whose academic
achievement at MCTC prepares them
for upper-level coursework at Augsburg.
This partnership was a natural fit for
the colleges as both are located in the
heart of Minneapolis, provide student
support services, value intentional
diversity, and are committed to
developing future leaders.
COLLEGE AWARDS 2015
Augsburg College is nationally recognized for its
commitment to intentional diversity in its life and
work. This year’s accolades include:
• The 2015 Higher Education Excellence in
Diversity Award from INSIGHT Into Diversity
magazine for the College’s commitment to
intentional diversity and student engagement
and activism.
Augsburg College physician assistant students gather outside their new
classrooms in Northwestern Hall at Luther Seminary.
PHYSICIAN ASSISTANT PROGRAM
relocates to Luther Seminary campus
Augsburg College’s Master of Science in Physician Assistant Studies
program recently relocated to a leased space on the Luther Seminary
campus in St. Paul. The new location provides improved educational and
office space for the program and makes room on Augsburg’s main campus
for other groups whose current space doesn’t fully support their needs.
The agreement with Luther Seminary models the type of collaborative
partnership that Augsburg, as a new kind of urban university, seeks.
Augsburg’s signature PA program will have effective space to remain
competitive, and Luther Seminary will be able to better optimize the use
of its own facilities. In addition, since Luther Seminary primarily serves
graduate-level students, the Augsburg PA program aligns with the campus’s
commitment to graduate academic achievement and contributes to its
vibrant higher education experience.
• Placing No. 6 on the UCLA Higher Education
Research Institute’s 2015 Rankings of the Best
Christian Colleges and Universities published
based on academic reputation, financial aid
offerings, overall cost, and success of graduates
in the job market.
• The American Indian Science and Engineering
Society’s Winds of Change magazine’s Top 200
Schools for Native Americans—the second time
since 2013 Augsburg earned this recognition
for its American Indian support community and
graduation rates.
• Ranking No. 5 on College Magazine’s Most
Transgender-Friendly College list for working
to make campus welcoming for transgender
students and offering comfort, safety, and
freedom to all students.
• Recognition as one of five U.S. finalists for the
2015 President’s Higher Education Community
Service Honor Roll with Distinction in interfaith
and community service—the only institution
named a finalist in both 2014 and 2015.
• Being named a 2016 Military Friendly® School
for extraordinary work in providing transitioning
veterans the best possible experience in higher
education.
GRANT OF NEARLY $450,000 FUNDS INTERNSHIPS FOR 200 AUGGIES
An Augsburg College education plays an
integral role in preparing our world’s future
leaders to make meaningful contributions
to their communities, businesses,
governments, and families. At the same
time, Augsburg offers opportunities for
students to gain on-the-job and internship
experience so that they can focus on
their vocational exploration. The College’s
efforts in these areas garnered a boost
when the nonprofit Great Lakes Higher
Education Guaranty Corporation extended
for an additional three years the Career
Ready Internship grant first awarded to
Augsburg in 2014-15. In all, the College
will receive nearly $450,000 through the
new grant, which will be used to create
200 paid internships for low-income and
first-generation students interested in
the opportunities available at for-profit
corporations and nonprofit organizations.
Moreover, this grant supports the College’s
Clair and Gladys Strommen Center for
Meaningful Work—a highly visible anchor
of the College’s commitment to students’
experiential education and vocational
discernment.
Fall 2015
3
BOARD OF REGENTS
At its annual meeting in
September, the Augsburg
Corporation elected a new
member to the Board of
Regents and reelected
several board members.
Vicki Turnquist [pictured]
was elected to her first,
four-year term. She has
more than 30 years of banking experience and
serves on the Board of Directors of Citizens
Independent Bank in St. Louis Park, Minnesota.
Turnquist was the founder and CEO of Private
Bank Minnesota, which sold in June 2014.
Unhealthy trees are safely removed from campus.
EMBRACING GREEN HORIZONS
In late summer, two of the three remaining elm trees in Augsburg’s quad—
an alumni gift from more than 50 years ago—were removed because of
Dutch Elm disease. While it was sad to lose the trees, the College reserved
some of the wood to be transformed into pieces of art, partnering with Tom
Peter, a local certified arborist and woodturning artist.
The elms created wonderful character of space in the quad for decades
and have helped inspire a longer-term vision of the central campus as a
larger green space that, over time, will become an even more significant
component of campus life. The design for an expanded quad is one of the
principal ideas resulting from work done in 2011 to develop a campus
master plan and has inspired new thinking around a special campaign
effort to support the creation of an “urban arboretum”—a multi-functional
green space that deepens the student, faculty, staff, and community
experience through hands-on education, research, and recreation.
Courtesy Photo
welcomes new member
Regents elected to a second, four-year term
include:
• Karen (Miller) Durant ’81, vice president
and controller of Tennant Company;
• Matthew Entenza, an attorney in private
practice at the Entenza Law Firm; and
• Jeffrey Nodland ’77, president and CEO of
KIK Custom Products.
Those elected to third, four-year terms include:
• Andra Adolfson, business development
director for Adolfson & Peterson
Construction; and
• Rolf Jacobson, pastor, writer, speaker,
and professor of Old Testament at Luther
Seminary.
LEADING FOUNDATIONS AND CORPORATIONS SUPPORT CAPITAL CAMPAIGN
A recent $1 million grant from the
Margaret A. Cargill Foundation has helped
the campaign to build the Norman and
Evangeline Hagfors Center for Science,
Business, and Religion to surpass its goal.
During the fundraising campaign,
several large philanthropic foundations
and corporations joined forces in support
4
Augsburg Now
of the Hagfors Center, including the Bush
Foundation, the Bill & Melinda Gates
Foundation, and the Eli Lilly and Company
Foundation. The campaign also received
support from 3M, Ameriprise Financial,
General Mills, U.S. Bank, and Wells Fargo.
“We are honored that the College’s
work to promote interdisciplinary studies
through the Hagfors Center received
generous funding from the Margaret
A. Cargill Foundation,” said Heather
Riddle, vice president for Institutional
Advancement. “The Hagfors Center will
support Augsburg in expanding research
opportunities and will help shape student
learning for 21st century realities.”
AROUND THE QUAD
This fall, the Student Lounge in the Christensen Center reopened
following a renovation designed to offer improved spaces
for student organization meetings, community events, study
sessions, and—of course—fun.
Courtesy Photos
CONVOCATION SERIES 2015-16
Now in its 25th year, the Convocation Series offers the Augsburg
community an opportunity to share in enlightening conversation
with outstanding leaders and visionaries.
In September, the series kicked off with the joint Bernhard M.
Christensen Symposium and Fine Arts and Humanities Convocation
featuring renowned author, Pulitzer Prize nominee, and PBS
NewsHour contributor Richard Rodriguez and his presentation
“Living Religion.” Rodriguez is recognized for writing about
provocative topics such as education, race, politics, the AIDS
epidemic, and religious violence.
In November, the Center for Wellness and Counseling Convocation
welcomed Antony Stately, director of the Behavioral Health
Program for the Shakopee Mdewakanton Sioux Community, and his
presentation, “Running into the Storm: Renewal of the Spirit.”
SAVE THE DATE
Join us on Monday, January 18, for
the annual Martin Luther King Jr.
Convocation, and on Tuesday, February 16,
for the Batalden Seminar in Applied Ethics
featuring Donald Warne, a member of the
Oglala Lakota Tribe and director of the
Master of Public Health Program at North
Dakota State University.
All events are free, public, and held in the
Foss Center. For detailed information, go
to augsburg.edu/convo.
Fall 2015
5
ON THE SPOT
Nancy Fischer discusses
“The Social Life of Secondhand Clothes”
Photos taken at Succotash
781 Raymond Ave., St. Paul
REDUCE. REUSE. RECYCLE.
For decades this adage has prescribed an
approach for improving individuals’ personal
impact on the environment, and today the once
underrated middle “R” is among the chicest ways
to go green.
Augsburg College Associate Professor
Nancy Fischer teaches courses in sociology;
environmental studies; urban studies; and
gender, sexuality, and women’s studies. Her
current project, “The Social Life of Secondhand
Clothes,” is a sociological analysis of the
secondhand and vintage clothing industry.
Fischer is exploring the emergence of secondhand
clothing as a trend in pop culture, the places and
urban spaces that sell these clothes, and the
many reasons people buy them. Here is a glimpse
into an area of the fashion world where some
looks are truly timeless.
Q:
What factors have contributed to the
emergence of vintage clothing as a
popular fashion trend?
A:
Wearing old, out-of-style clothing was
first a subcultural fashion statement—
think beatniks, hippies, and punks. It was
6
Augsburg Now
a rebellion against post-war consumerism,
an appreciation of craftsmanship, and ecoconsciousness (as a political statement
against a wasteful society). In the late
1960s—first in London, then in New York
City—fashionable youth started visiting thrift
stores, purchasing Edwardian coats and
Victorian petticoats, and vintage dressing
began to move into the mainstream.
The emergence of the vintage trend
accompanied a global expansion and
standardization of the international garment
industry. People who buy vintage usually buy
new clothing as well, but vintage shopping
provides a different experience; you never
know what you might find.
Q:
A:
How is purchasing secondhand
clothing advantageous for society?
Buying secondhand clothing generally
is a form of reuse and keeps clothing
out of landfills. Ideally, clothing should
never go into landfills. Torn and dirty
clothing can be reused as insulation and
as paper. But that doesn’t mean we should
buy clothes with abandon and then donate
them. Most secondhand clothing winds
up being shipped to developing countries
where in some cases it has undermined
traditional garment-making industries.
Vintage clothing—as a subset of
secondhand—is advantageous because it
tends to retain its value. Vintage clothes
also reveal our own industrial history.
We see those “Made in the USA” labels,
and sometimes more specifically “Made
in Minneapolis.” There’s value in that
historical glimpse at the past.
Q:
A:
What’s your favorite vintage piece
to wear?
I have a favorite for every season. For
winter in Minnesota, my favorite is
a 1950s plaid swing coat. It was made in
Dallas(!) from boiled wool, which is thick
and super warm. It’s custom-made, and I
always picture the Texan coat-maker taking
on this garment as a rare challenge.
Go to augsburg.edu/now to learn more about the
social life of secondhand clothing.
Nancy Fischer is collaborating with other
secondhand clothing lovers on a new book.
If you wear vintage and are interested in
discussing your role as a consumer as part
of her research, email fischern@augsburg.edu.
AROUND THE QUAD
AUGSBURG HOSTS FIRST-EVER
CAREER EXPLORATION SERIES
More than 25 companies and organizations
participated in an on-campus career and
internship fair.
Augsburg College this autumn hosted an on-campus
career and internship fair along with its first five-week
career exploration series. The students who attended
the fair met with organizations seeking individuals
trained in disciplines including accounting, biology,
chemistry, communications, computer science,
marketing, religion, and more.
The major and career exploration series,
organized by staff of the Clair and Gladys
Strommen Center for Meaningful Work and
Institutional Advancement, provided nearly
175 students opportunities to explore
majors and careers by disciplines.
The series included programming
on professional studies, fine arts
and humanities, natural and social
sciences, pre-health sciences, and the
needs of students still exploring several degree
programs. This series was made successful in part
due to nearly two dozen Augsburg College alumni
who served as panelists and who shared details about
their career paths since graduation.
SIGNS OF CHANGE
Excitement for the future Norman and Evangeline Hagfors Center for Science, Business,
and Religion grew on campus after its construction site was marked. This multidisciplinary
building will house, among other departments, many of the programs currently residing in
Science Hall—a building that had its own site marker as pictured [below on right] during the
1947-48 academic year.
Archive Photo
AUGSBURG NOW
to remain name of
College magazine
This summer, members of the
Augsburg College community
were invited to consider whether
the College’s magazine name,
Augsburg Now, aligned with and
supported the publication’s
purpose and key roles. A
survey allowed people
to share feedback
on the magazine’s
existing name and
to consider whether
two options, Augsburg
Experience and Augsburg
Spirit, would be better.
The results from the
survey point us toward
retaining the name
Augsburg Now. There
clearly is an established resonance
with the current name, which
uplifts the publication’s ability to:
•
•
Foster inspiration and pride.
•
Bridge the Augsburg of today
with people’s past experiences.
•
Define and illustrate what it
means to be an “Auggie.”
•
Help the Augsburg community
learn how to talk about itself
and equip individuals to
advocate for the College.
Provide intellectual stimulation
and ongoing education.
We appreciate the opportunity
for conversation on the magazine
name and are grateful to all those
who took time to participate in
this process.
Fall 2015
7
2014-2015
AUGSBURG COLLEGE
ANNUAL REPORT
TO DONORS
G
enerous donors have come together to make this the
most successful fundraising year in Augsburg College
history. Driven largely by contributions to the campaign
for the Norman and Evangeline Hagfors Center for Science,
Business, and Religion, alumni and friends gave $35,404,222
during fiscal year 2014-15.
This is the fourth year in a row in which donors have
contributed more than $10 million to the College and more
than doubled last year’s total of $14.6 million. In addition
Aybike Bakan ’11, ’15 MPA
Dahlberg and Peterson Family Scholarship
Hometown: Istanbul
Studying: Master of Science in Physician Assistant Studies
Favorite thing about Augsburg: “I appreciate its focus on community service
and social justice. It also allowed me to grow as an open-minded individual and
encouraged me to seek meaning in the work that I want to do in the future.”
Joseph David “J.D.” Mechelke ’16
David Huglen Strommen Endowment, the Glen and Marilyn Person
Scholarship, and the Joel and Mary Ann Elftmann Scholarship
Hometown: Stillwater, Minnesota
Studying: Youth and Family Ministry
Augsburg College’s influence: “I have become vocation-centered, concerned
with social justice, and I am learning to connect faith to social issues.”
8
Augsburg Now
to providing crucial funding for the transformative Hagfors
Center, the philanthropy of more than 5,600 donors this year
helps Augsburg attract talented students and the dedicated
faculty and staff who teach and guide them. The gifts
provide financial aid, building maintenance and support,
and instructional and other resources that allow Augsburg
to educate informed citizens, thoughtful stewards, critical
thinkers, and responsible leaders.
REVENUE BY SOURCE
67% Tuition
11% Room and board
11% Private gifts and grants
4% Government grants
7% Other sources
EXPENSES BY CATEGORY
43% Salary and benefits
28% Financial aid
19% Operating expenses*
3% Debt service
3% Utilities and insurance
2% Capital improvements
2% Student salaries
*Expenses in this category include: facility repairs and maintenance, information
technology expenditures, marketing expenditures, membership dues and fees, outside
consultants, supplies, and travel and business meetings.
ENDOWMENT MARKET VALUE
May 31, 2015—$40,463,556
$38.3
$34.6
$33.3
$32.4 $31.5
$28.2
$27.2 $27.8
$40.5
$29.8
$24.5
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015
(IN MILLIONS)
Aisha Mohamed ’16
General Memorial Scholarship
Hometown: Minneapolis
Studying: Biology
Proudest academic achievement: “Being able to say
I’m a biology major and feeling at home in a lab.”
As of May 31, 2015, Augsburg had annual realized and
unrealized gains of 10.7 percent on the Augsburg College
endowment. The five-year average annual return on the
endowment is 7.12 percent, and the 10-year average
annual return is 4.47 percent. The College is committed to
maintaining the value of the principal in order to provide
support to the College in perpetuity.
Fall 2015
9
BY CHRISTINA HALLER
Jennifer Chou ’99 has never been afraid to ask deep and
probing questions—a quality that helped her to make
the most of her time at Augsburg, where students are
encouraged to explore their talents and learn through
hands-on experiences in order to find their callings. Her
thirst for inquiry, as well as her ambition, helped get her to
where she is today—a successful entrepreneur who made a
career out of her great interest in and passion for vino.
Craving knowledge
Chou’s curiosity sparked her fascination with wine. During
her childhood, she noticed her grandmother would always
serve wine at holidays. What does wine taste like? Why is
wine only for grownups? Why is wine enjoyed on special
occasions?
Chou’s enthusiasm grew into a passion. While an
Augsburg College student, she further explored her
interest by joining a monthly wine club where she
attended tasting events to learn more—from how to
identify main flavor and scent components to the basic
characteristics of all the varietal grapes to the histories of
the world’s best wine-producing regions.
Seizing key opportunities
As a communication studies major and business minor,
Chou found work as a financial advisor shortly after
graduation. While attending job-training courses in
Dallas, she made friends with a man in the hotel gym who
recommended a very specific wine to her. She bluntly told
him that she’d never heard of it, and asked if he was a
10
Augsburg Now
“sales guy” for the company.
Once again her inquisitiveness pulled through for her.
It just so happened that he, in fact, was the winemaker and
CEO of Napa Wine Company. Their friendship blossomed,
and his knowledge helped hers to grow. “So I always joke
that I got into the wine business by working out,” said Chou.
Soon after that serendipitous encounter, Children’s
Home Society, for whom Chou volunteered, asked if she
would request wine donations from distributors for their
annual winemakers dinner.
“I said, ‘Yeah, I’m fearless, I’m not afraid to ask!’”
Chou recalled. “So I went and asked four different
distributors for wine donations, and they said, ‘Wow, you
really know quite a bit about wine and seem to enjoy it.
Have you ever thought about selling it?’”
So Chou took a job selling wines for a distributor,
traveling to California, Oregon, France, Italy, and South
Africa to gain a deeper understanding of each supplier’s
wine so she could better sell it.
Learning over a glass of wine
Because of her extensive wine savvy, friends started asking
her for wine etiquette advice.
“I would get asked questions like, ‘How am I
supposed to hold a glass of wine, under the bowl or the
stem? Are you supposed to swirl the glass? In a restaurant,
why does the server present the bottle?’’’ said Chou. “This
was stuff my friends realized they needed to know in order
to stay relevant in the business world—hosting clients at a
restaurant or thanking someone with a bottle of wine.”
As a way to share her knowledge and enlighten others,
she founded The Savvy Grape, a business dedicated
to educating people about wine through fun, hands-on
experiences. To be an authority on the subject, Chou
became a Certified Wine Specialist. This certification
required rigorous examinations by the Society of Wine
Educators, testing Chou’s expertise and mastery of
viticulture and wine production.
Chou quickly found a niche with professional
organizations and was able to start out by connecting with
fellow Auggies who were also business owners. “Being an
Augsburg alumna helped because one thing I always find
is that Auggies like to help other Auggies!” said Chou.
For employers, such as finance and law firms, Chou
educates people about wine etiquette while providing a
fun and entertaining wine-tasting activity at events such
as member drives, holiday parties, employee development
conferences, and client appreciation events.
At these events, Chou teaches people “how to taste
wine like a professional,” offers tips on food and wine
pairings, and answers attendees’ questions about wine.
Fighting for what you believe in
In order for Chou to legally pour wine in a corporate
event space, she had to work hard lobbying to change
the law, making it legal for a licensed wine educator
like herself to hold wine education events in
commercial spaces.
With determination and grit, Chou hit the
pavement, reaching out to her local senators and
representatives to see who would be willing to
assist. She found Minnesota Sen. Dan Hall ’74
who helped her to navigate the system at the
Capitol and get the Wine Educator License
signed into law by Gov. Mark Dayton in 2012.
Making a living out of wine
Chou’s unquenchable curiosity for the
world, unstoppable work ethic, liberal arts
education, and strong Auggie connections
helped to make her dream of making a
living out of wine a reality.
Chou has authored Wine Savvy, a chapter in
the book, “Socially Smart & Savvy.” Below are
some of her favorite tips featured in the book.
Tips for the wine lover
Put red wines in the refrigerator 10-15
minutes before serving, and take white
wines out of the refrigerator 10-15 minutes
before serving. This will help your red wines
be less acidic and allow you to taste more
flavor in your whites.
Don’t know what to give as a hostess
gift? When in doubt, choose a
sparkling wine, or “bubbly,” as Chou likes
to call it. You can spend as little or as
much as your budget allows, and it’s festive
for most occasions.
Not sure which wine to order in
a restaurant? Ask the server for a
sample to see if you like it. A restaurant
would prefer that you like a wine and order
more rather than not like it and order water.
This works especially well if you are trying
to order a bottle for the table.
12
Augsburg Now
Student Sports Medicine Assistant
Kayla Fuechtmann ’16
Augsburg athletic trainers
collaborate across campus
and within the community to
achieve a holistic approach
to the safety and wellness of
student-athletes BY KATE H. ELLIOTT
T
he score was tied at 2-2 in the
fourth inning as a University of
Wisconsin-Stout slugger knocked a
foul ball down the right field line.
Auggie outfielder Brian Bambenek ’07
sailed through the air—glove extended.
The ball landed in the pocket, then
popped out as his body slammed into an
unprotected portion of fence at the Hubert
H. Humphrey Metrodome in Minneapolis.
After minutes of darkness, the
then-senior’s eyes blinked opened to see
Augsburg College’s Head Athletic Trainer
Missy Strauch hovering over him. She
monitored numbness in his fingers and
toes, held his hand in the ambulance,
and called his parents, Nancy and Mike,
to report that their son had injured three
disks in his neck.
During the days and weeks that
followed, Strauch went well beyond her
job description to get Bambenek back in
action.
“I am forever in debt to Missy for
all she did for me,” said Bambenek,
who today is co-owner of the Great
Lakes Baseball Academy in Woodbury,
Minnesota. “She is an incredible trainer
who truly loves Augsburg College, and we
still find time to catch up a few times a
year. And her cutting-edge research in arm
care continues to influence my work with
athletes.”
These types of bonds with athletic
training staff are the norm at Augsburg.
During her 18-year tenure, Strauch
has built an expert, dynamic team
of professional trainers and student
assistants who collaborate across campus
and within the community to achieve
a holistic approach to the safety and
wellness of Augsburg’s more than 500
student-athletes.
It’s fast-paced, passionate work.
Strauch and her staff know players’
names. They generate daily injury reports
Fall 2015
13
Student Sports Medicine Assistants Jack Duffy ’16 (left) and Alison Ranum ’17 (right) aid Auggie
running back Michael Busch ’16.
and conduct pre- and post-season
screenings, and a member of the
medical staff travels with every team to
most away contests. Strauch demands
best practices and has championed
increased data collection and the
adoption of many advancements,
including the computerized concussion
evaluation system, IMPACT. She and
her staff connect with professors to
formulate accommodations for injured
student-athletes.
“At its core, our role is about
relationships—building trust with
coaches and student-athletes and
developing supportive partnerships
throughout campus and with
professionals in the community. We work
to become part of the team. Assistant
Mitch Deets, for instance, camped for a
week in northern Minnesota for a cross
country team training trip. Assistant
Athletic Trainer Kassi Nordmeyer will
be traveling to Boston with volleyball
this fall and then wrestling and softball
throughout the year,” said Strauch, who
works specifically with football, men’s
and women’s hockey, and baseball.
“We don’t have all the bells and
whistles of Division I schools, but I
14
Augsburg Now
would stack our program’s continuity
of care against any of them. And you
won’t find stronger bonds. I should show
you our stack of Christmas cards and
wedding invitations from former studentathletes. Those personal connections
make all the difference.”
Baseball head coach Keith Bateman
agrees.
“First-year and transfer studentathletes are often a little hesitant to
disclose an injury because they are
afraid of not playing. And coaches like
being in charge, so I would say many
athletic trainers run into walls with team
leadership. But not here, not with Missy.
She won’t let them or us get away with
that,” said Bateman, who is in his 13th
year at Augsburg. “She and her staff
become such a part of our teams that they
know when players are having a bad day
by the way they carry themselves. They
want student-athletes to play, to be tough,
but not to be stupid.”
A thoughtful evolution
Former head football coach Jack
Osberg ’62 worked closely with Strauch
for more than 10 years, watching the
sports medicine program grow from a
part-time enterprise to a comprehensive
team that features four certified athletic
trainers, one athletic training intern,
one physician assistant fellow, 11
student sports medicine assistants, two
physicians, one chiropractor, and two
physical therapists.
“As students at Augsburg in the
late ’50s and early ’60s, we didn’t have
athletic trainers. Coaches took care of
taping, injury rehab, and other training
situations. The technology, knowledge,
equipment, facilities, communication,
and pre-season conditioning available
to coaches and student-athletes now is
remarkable,” said Osberg, who served
as head coach for 14 years and as an
assistant coach from 2007-10. “I respect
Missy and her staff having observed their
mentoring of student assistants, poise
when handling serious injuries, and focus
on the latest training techniques.”
Women’s hockey player Claire
Cripps ’16 is one such student who
can testify to the program’s expert
attention and nurturing approach. Days
before midterms last year, the forward
sustained a concussion on the ice,
leaving her with headaches, dizziness,
sensitivity to light, and an inability to
focus for almost two weeks.
“Missy sent an email to the dean and
each of my professors explaining what
happened, which led to postponing my
exams until I had the ability to study and
focus again,” said the exercise science
major who plans to pursue a doctorate
of physical therapy. “There were no
issues with any of my professors, and
they all wished me well, which made me
really feel that sense of community that
convinced me to come to Augsburg after
my first visit to campus.”
Advancements in prevention
Although the most common injuries are
routine sprains and bruises, concussions
and other serious traumas are a growing
area of concern as student-athletes’
speed, size, and strength has increased.
But, Strauch says, the diagnosis,
treatment, and rehabilitation also
have improved. In collaboration with
Twin Cities Orthopedics, Augsburg’s
implementation of IMPACT (Immediate
Post-Concussion Assessment and
Cognitive Testing) establishes a baseline
for each student-athlete so that health
care professionals can quickly and
accurately measure changes and
potential damage in the aftermath
of a concussion. The team’s cuttingedge equipment and data collection,
paired with the College’s longstanding
relationships with area doctors, ensure
that concussions are addressed promptly
and thoroughly.
Dr. B.J. Anderson, who serves as
Augsburg’s director of general medicine,
said the College’s sports medicine
program offers a “gold standard” of
care, particularly when it comes to
addressing serious injuries.
“I’ve worked with athletic trainers
across the globe, and Augsburg’s team
is second to none,” said Anderson,
who is a primary care provider for the
University of Minnesota Boynton Health
Service. “The College’s neurocognitive
testing is state of the art, and the staff’s
relationship with me and other doctors
results in continuity of care. We get
them in early, address the problem, and
get them back in action.”
It’s collaboration and conversation
among Augsburg faculty and staff that
make all the difference in ensuring
student-athletes perform their best in
competition and in the classroom.
When Carol Enke, instructor for
Health, Physical Education and Exercise
Science, noticed that a typically
advanced student turned in puzzlingly
poor work, she reached out to her
colleagues.
“Earlier in the semester, I had used
the student-athlete’s work as an example
of excellence in class, so when she turned
in a below-average lab assignment, I
called Missy right away,” said Enke, who
served as Augsburg’s head softball coach
for 21 seasons. “I knew the student
had experienced a concussion weeks
prior because Missy called me after the
incident. [When] we realized that the
injury affected the student-athlete’s
ability to analyze ... the entire campus
community came together in support.
That’s what we do at Augsburg.”
And, while Augsburg Athletics
employs progressive protocols to safely
assess and treat injuries, the College
is equally focused on prevention. In
June, Ryan Rasmussen came on board as
Augsburg’s head strength and conditioning
coach and has since worked closely with
athletic trainers to keep student-athletes
in optimum condition. He is the first
collegiate strength and conditioning coach
certified in a novel restorative movement
approach called RESET. Rasmussen
says the system pinpoints and eliminates
compensation patterns, empowering
Augsburg student-athletes to return to
play faster and achieve better performance
through optimal movement.
“To reap the full benefits of physical
activity, we need flawless posture and
movement, and this restorative approach
helps us achieve just that,” Rasmussen
said. “Having a team of people who
are concerned with the health of our
athletes is hugely important. We recently
collaborated on rehab for a hockey player
with a torn ACL. She is returning to play
this year and was the top performing
woman among the five teams reviewed
during our conditioning test.”
Inspiring mindful studentathletes
Mental health and nutrition also are
pillars of wellness that the Athletics
staff is committed to addressing in a
collective, proactive manner. Sports
medicine professionals advise studentathletes about the latest in nutrition and
collaborate regularly with Augsburg’s
Center for Wellness and Counseling to
ensure student-athletes are aware of
the center’s resources and community
support. Center Director Nancy Guilbeault
said anxiety and stress are increasingly
present in student-athletes lives, but
Augsburg is committed to helping all
students have healthy, happy college days.
Head Athletic Trainer Missy Strauch assists offensive lineman Andrew Konieczny ’15 during Augsburg’s
Homecoming football game.
“This fall, we worked with Athletics to develop
four sessions for incoming student-athletes to address
alcohol consumption, mindfulness, body image, and
healthy relationships. Athletics, more than many, knows
the importance of working as a team to confront the
challenges our students face, so they are wonderful
partners,” said Guilbeault, who has worked at Augsburg
for 36 years. “Coaches and athletic training staff are
often the first to notice when a student-athlete might
need to talk with us, and they stick with them throughout
the process—often walking them over to the Center or
attending a session with them.”
Guilbeault says mental health is often tied with
injuries, as student-athletes feel stress associated with
“letting the team down” or experience mental health
issues because of certain physical traumas. Her team
of counselors and the Center’s collaboration with a
psychiatrist and community resources ensure students
receive optimum care.
“Our students receive up to 10 counseling sessions
each academic year, and if they need additional support
beyond that, we refer them to one of our community
partners and keep up with their care,” Guilbeault said.
“Mindfulness meditation techniques are particularly
important for student-athletes because the approach
encourages student-athletes to be aware of their bodies
and present moments, becoming more resilient to stress.”
13
12
Building on a strong foundation
Like any strong foundation, the sports medicine team’s
roster of professionals and holistic, collaborative
approach took years to build; but behind the staff hires,
the new technology, and personal bonds is Strauch—
driving herself and her staff to become more than just
“trainers who wrap ankles.” They are a passionate team
of professionals who will do whatever it takes—from
stirring the Crock-Pot at potlucks to calling professors—
to ensure student-athletes have the tools and support
they need to succeed and achieve their life goals.
“Our profession has changed dramatically in the past
decade. Many of my mentors were focused solely on the
injury, and we now take a much broader view, a much
more involved role,” Strauch said. “And the best part
about it is that we will continue to grow and continue to
adapt to the demands of the future.
“Augsburg is a community dedicated to finding new
and better ways to support our students in every aspect of
their lives. And Athletics is a family of student-athletes,
parents, coaches, and trainers—all striving to do better,
work harder, and represent the best of Augsburg. I love
this school. Go Auggies!”
16
Augsburg Now
TRAINING CENTER
BUSTLES WITH ENERGY
In this photo illustration, the Augsburg College training center is a
hive of activity. Student-athletes buzz in and out to get care before
and after practices and games while athletic training staff assess
injuries. After professional staff determine the appropriate care for
a student-athlete, the College’s student sports medicine assistants
implement treatment and get hands-on practice in their field of
study. The training center always is humming with action and
support meant to help Auggies do their best in competition and in
the classroom.
2
1
4
6
5
3
7
8
14
11
10
9
Assistant Athletic Director and
Assistant Softball Coach Melissa
Lee ’04 and Assistant Athletic Trainer
Mitchell Deets work at the electronic
record check-in station.
1
Assistant Athletic Trainer Kassi
Nordmeyer administers a
pre-practice ultrasound on Jessica
Lillquist ’16, a member of the volleyball
and basketball teams.
2
Courtney Lemke ’17, volleyball,
is treated with hot packs and
electric stimulation.
3
Head Athletic Trainer Missy Strauch
completes a knee evaluation on
soccer player Mohamed Sankoh ’16.
4
Jerrome Martin ’17 is treated
5 with a cold compress before
football practice.
Carter Denison ’17, Marta Anderson ’17,
and Ashley Waalen ’17.
8
Jorden Gannon ’18 gets postfootball practice hydrotherapy.
9
R.J. Cervenka ’16, a football player,
ices his shoulder after practice.
Kayla Fuechtmann ’16, a sports
medicine assistant and hockey
player, hauls a hydration cooler back
from practice.
Sports Medicine Assistant Beth
Zook ’17 tapes the ankle of
soccer player Ngochinyan Ollor ’15.
Soccer players receive
hydrotherapy. The players are,
from left, sports medicine assistant
Student Medicine Assistant Aden
Lehman ’17 tapes the ankle of
football player Mac Kittelson ’16.
6
7
10
Logan Hortop ’17, a sports
medicine assistant, tapes the
ankle of Sean Adams ’17, a member of
the cross country and track teams.
12
Sports Medicine Assistant
Kristopher Woods ’17 delivers
wound care to football player Tyler Sis ’16.
13
Silvia Cha ’19, member of the
cross country team, does ankle
rehabilitation.
14
11
Fall 2015
17
Caitlin Crowley ’16, left, and Associate Professor Phil Adamo
peruse documents in the archive area of Lindell Library.
Professors team with
students to research and
share College history
BY STEPHEN JENDRASZAK
I
f you’re interested in the history of
Augsburg College, you’re probably
familiar with “From Fjord to Freeway,”
a book published by long-time professor
of history Carl Chrislock ’37 in 1969.
The publication, which tells the story
of the first 100 years of the College, is
receiving renewed interest and attention
as we approach the institution’s
sesquicentennial in 2019.
But no history is complete.
Phil Adamo, associate professor of
history and director of the honors program,
is authoring a new book with students to
bring further aspects of the impact and
personality of the College to life.
18
Augsburg Now
The new book, to be published
during 2019, will include previously
untold stories from the early years of
the College. For example, the story
of Augsburg’s first president, August
Weenaas, and the sacrifices he made to
found Augsburg is told in “From Fjord
to Freeway.” But largely unremarked
upon is the story of Valborg Weenaas,
his wife, who followed him from Norway
to Marshall, Wisconsin. She eventually
housed 10-20 students in their home,
moved to Minneapolis when Augsburg
did the same, and passed away in the
Twin Cities at only 37.
Of course, the book also will
address the events of the 50 years
that have elapsed since the earlier
work’s publication, such as Augsburg’s
response to the 2007 collapse of the
Interstate 35W bridge in Minneapolis
and its aftermath. The College offered
its campus facilities to and worked
closely with the Red Cross, Minneapolis’
Emergency Preparedness Team, and the
Minneapolis Police Department to set
up the Family Assistance Center, a place
where family members of missing victims
gathered to receive news updates, talk
with grief counselors, and more.
Perhaps most importantly, this
new look at Augsburg’s past will strive
to address the history of ideas that
have shaped and been shaped by the
community.
“What I’m interested in, which
is not done very often, is a history of
ideas,” Adamo said. “Those ideas are
wide-ranging—from theological issues
early on to evolution, which was a
controversial subject in religious circles.
This was new stuff when the College was
founded.”
The book is a deeply collaborative
effort, giving students opportunities to
hone their skills in research and writing
while producing a work for publication
and being credited as contributors.
Students this past summer worked
in the College archives with Adamo
every weekday morning, and donated
a portion of their hours to cataloging
documents for the College archives.
Caitlin Crowley ’16, a transfer student
and history major, documented letters
from Augsburg’s fifth president,
Bernhard Christensen ’22, to Auggies
serving in World War II.
“He was the president of the
College; he must’ve had a million things
to do,” Crowley said. “And yet, there
are just folders and folders of personal
letters he wrote. [Soldiers] would
respond; he would write back. He would
tell them what was happening at the
College. It made me really like the guy.”
Crowley’s own family history, in
fact, is entwined with Augsburg’s.
Her mother, Deborah (Frederickson)
Crowley ’76, married her father on
campus in the building that bears
Christensen’s name. And her maternal
grandfather, Jerrol Frederickson ’43,
attended the College for two years
before joining the air force just before
Pearl Harbor. However, Crowley has yet
to find a letter from Christensen to her
grandfather.
This is the third summer Adamo
has worked with a group of student
researchers on the project. Students
in the first two summers each wrote
a single, extensive chapter, but this
summer’s group focused on a series of
shorter vignettes. Students explored
leaders including former College
presidents George Sverdrup, class of
1898, and Oscar Anderson ’38; Dean of
Women Gerda Mortensen; coaches and
athletes like Edor Nelson ’38 and Devean
George ’99; and events such as the
admission of women in the 1920s.
“It almost felt like being a
journalist,” Crowley said. “We were given
two topics a week. We also had to write
about what was happening outside the
College during the same time. It was
a great way to learn about this variety
of topics that I previously didn’t know
anything about.”
Each Friday, the students and
Adamo met to read their sections aloud
and critique one another’s work. “Phil
could be kind of brutal, which was
good,” Crowley said. “Even after just a
few weeks, all of us were getting to be
much better writers.”
In addition to Adamo and the
students working on the book, another
group of historians is making use
of tools Chrislock could only have
imagined in 1969—smartphone apps
and the Internet—to share the broader
history of Augsburg’s Cedar-Riverside
neighborhood. Jacqui deVries, professor
of history and director of general
education, and Kirsten Delegard, scholar
in residence in the history department
and creator of the Historyapolis Project
(historyapolis.com)—an endeavor
to share the first narrative history of
Minneapolis in more than 40 years—are
working with Anduin Wilhide, a doctoral
student at the University of Minnesota,
to develop a digital history tour of the
area. The project will provide both
a website and apps for iPhones and
Android devices.
The team is now seeking funding
to complete the digital upload
process and to engage students in the
researching and writing of additional
tours. The project initially was intended
to introduce new students to the
neighborhood and its rich history,
though, as it grew, it became clear that
it will now serve a broader audience.
The goal is to have the app available
as the incoming class arrives in fall
2016, offering a window into the past
just as new students join the Augsburg
community, ready to shape its future.
President Christensen writes to WWII soldiers
BY CAITLIN CROWLEY ’16
During World War II, Augsburg College
President Bernhard Christensen ’22
diligently wrote to students and
faculty stationed around the world to
keep them up-to-date on happenings
at home and on campus. Today in the
College library’s basement, hundreds
of letters between Christensen
and these Auggies are archived in
boxes. The correspondence tells
the story of the school during the
war. There are Christmas cards from
Army bases and training camps,
tales of life during war and life back
home, well wishes and letters of
recommendation for military positions
and promotions, and sympathy notes
to families grieving the loss of their
loved ones. Christensen was deeply
invested in corresponding with all
the men involved in the war, a job
that must have taken countless
hours of dictation and typing. He
included his personal thoughts in
most all of these letters. In a letter
to Arthur Molvik ’40, a student who
later died in the war, Christensen
wrote, “We can only hope that the
clouds of war will not hang over us
too long and that when peace does
return it will be built upon a more
secure basis than formerly. Only in
a faith of this kind, I believe, can
we have courage to carry on.”
Fall 2015
19
AUGSBURG COLLEGE SOCIOLOGIST
EXAMINES NORTH DAKOTA’S
NEW OIL LANDSCAPE
20
Augsburg Now
BY LAURA SWANSON ’15 MBA
I
n the summer of 2012, Tim Pippert
lifted a couple of duffel bags into the
back of his car and headed northwest
on Interstate 94, beginning an almost
700-mile journey that drew him out of
Minneapolis—beyond the steel and glass
towers, the hectic grid of side streets
and signs, and the flurry of Fortune 500
companies and all those who inhabit their
cubicles and corner offices.
Soon, the fields of western Minnesota
and eastern North Dakota lined Pippert’s
roadside. He rolled past patches of flax
and sunflowers, wheat, alfalfa, and canola
to a place where tilled acreage melted
into an even more expansive landscape
of ranches and natural prairie grasses.
For decades—make that centuries—any
description of western North Dakota
seemed amiss without mentioning this
place’s sheer vastness of space, the way
gently rolling hills and rugged badlands
disappear into broad horizons hugging big,
bluish-gray skies.
BUT NOW THE STORY WAS DIFFERENT.
THIS AREA WAS IN THE MIDST OF A
TRANSFORMATION.
Fall 2015
21
Pippert was headed to Williston—
the North Dakota city viewed as the
epicenter of the latest North American
oil boom. This isolated community was
among a handful of towns and small
cities dotting the map in four counties
that together emitted a nearly magnetic
pull for job seekers of all kinds.
It’s likely that the route Pippert
followed to Williston began in a
similar fashion as the path truck
drivers, frack hands, pipe fitters,
hair stylists, and people working
within numerous other industries
took to North Dakota. That’s because
Pippert’s curiosity with Williston was
piqued by news stories describing
the remarkable growth happening
in this once stagnant community.
What was unique about Pippert’s
desire to work in the Roughrider State,
though, was that he didn’t plan to
fill a position in the oil industry or to
hold a job supporting its employees
at all. Instead, he sought to study the
societal change underway in Williston
and its surrounding areas along with
individuals’ perceptions of it. Thus,
he became one of the first scholars to
explore what local residents perceive to
be the costs and benefits of the boom.
A NEW RESEARCH PHASE
As an associate professor in the
Augsburg College Department of
Sociology, Pippert blends teaching,
scholarship, and mentorship into his
work each year, with an emphasis on
each aspect varying in accordance
with the academic calendar cycle.
His interest in North Dakota’s
changing cultural and physical
22
Augsburg Now
landscape stemmed from in-class
discussions with his students. Pippert
asked his Introduction to Sociology
class to bring in newspaper clippings
related to current events as an
assignment so that, together, the
students could practice analyzing
information using a sociological
perspective. One article on North
Dakota oil came in, then another.
“That’s when things were in the
very early stages of the boom, and
there were sensational stories about
folks making money hand over fist
and people moving out there with
nowhere to live,” Pippert said. “I’m
from Nebraska, and there was only
one stoplight in my entire county. I’m
used to seeing all of these tiny towns
decline in population or be relatively
stable, certainly not growing. As a
sociologist, I was just fascinated by
what happens when a small town
explodes in population overnight.”
For years, North Dakotans
were concerned about their state’s
population decline, but the oil boom
in the late 2000s dramatically
changed the socioeconomic
landscape in the region.
In 2013, journalist Chip Brown
wrote a New York Times Magazine
article that said, “It’s hard to think
of what oil hasn’t done to life in
small communities of western North
Dakota, good and bad. It has minted
millionaires, paid off mortgages, created
businesses; it has raised rents, stressed
roads, vexed planners and overwhelmed
schools; it has polluted streams,
spoiled fields and boosted crime.”
This article is among thousands
penned since the start of the boom,
but Pippert’s research takes an
approach that’s different than the one
most popular news media follow.
Using a combination of quantitative
and qualitative research methods
over the course of his career, Pippert
has examined subject areas such
as the family ties of homelessness,
the transition to parenthood, and
the accuracy of photographic
representation of diversity within
university recruitment materials. As
the next phase of his research, Pippert
recognized that there’s certainly a story
related to the development in North
Dakota, but it’s not one that can—or
necessarily should—be summarized
in a 500-word, front-page exposé or
in a 2-minute piece on the 6 o’clock
news. Pippert is working to construct
a longer narrative that is grounded in
a sociological understanding of rapid
population growth, allowing for an
analysis of how the perceptions of local
residents change over time. Of course
history shows that people’s opinions
shift as the state of the oil industry
fluctuates, which it typically does.
NORTH DAKOTA HAS
BOOMED BEFORE
“North Dakota has had oil booms
before but never one so big, never one
that rivaled the land rush precipitated
more than a century ago by the
transcontinental railroads, never one
that so radically changed the subtext of
the Dakota frontier from the Bitter Past
That Was to the Better Future That May
Yet Be,” Brown wrote.
Since the beginning, the American
oil industry’s history in north central
states has followed a cyclical narrative
of starts and stops, booms and busts.
The subterranean shale that contains
the much talked-about oil covers
western North Dakota and northeastern
Montana, and stretches into two
Canadian provinces: Saskatchewan
and Manitoba. The Bakken shale was
discovered in the early 1950s and
named after Henry Bakken, a farmer
who leased his land in North Dakota
for an early well. At 14,700 square
miles, it is the largest continuous crude
oil accumulation in the United States.
The shale has been in development
since 1953 with periods of significant
growth punctuating its more than 50year timeline. For instance, in the late
1970s and early 1980s, activity picked
up in the upper Bakken when improved
extraction technology married political
and economic conditions that left the
U.S. thirsty for domestic production.
THE LATEST BOOM
In the late 2000s, innovative
engineering and technological
refinements also played key roles
in bringing about a new boom. The
key to unlocking more of the oftensegregated oil deposits in the Bakken
shale is horizontal drilling and hydraulic
fracturing, often called “fracking.”
North Dakota has been described as a
laboratory for coaxing oil from stingy
rocks. While petroleum geologists
have known for decades that layers of
the Bakken contain light, sulfur-free
oil, it has been much more puzzling
how to extract it economically.
Today, the Bakken contains some
of the longest horizontal wells in the
world. Drillers bore vertical shafts and
then lateral shafts that extend out as
far as three miles in order to harvest
otherwise unreachable oil. However,
horizontal drilling alone is often not
enough to lure Bakken oil from the
tightly clenched grasp that holds it
roughly two miles below the earth’s
surface. The majority of the shale
won’t yield its oil unless pressurized
water containing sand and various
chemicals is pumped down the well
to crack open hairline channels
within thin layers of oil-and gasbearing rock. This procedure has been
environmentally controversial given
that the chemicals used in fracking
have been known to be or suspected
of being carcinogenic or otherwise
poisonous. Geologists and engineers
continually fine-tune the assortment
of frack fluid recipes required in
varying geological conditions, and they
fracture wells in stages, sometimes
repeating the process dozens of
times at a single location. Waste
from this process must be carefully
handled and monitored to avoid
contaminating groundwater, polluting
surface areas, or injuring workers.
Since petroleum engineers began
combining fracking with directional
drilling, thousands of new wells have
been constructed—primarily in four
North Dakota counties bordering the
Missouri River: Dunn, McKenzie,
Mountrail, and Williams. And, from
2006 to 2013, production from the
Bakken formation increased roughly
150-fold, moving North Dakota
into second place among domestic
suppliers of oil, behind Texas and
ahead of Alaska. This substantial
growth in industry spurred a need for
more of nearly everything—laborers,
housing units, highways, railroads,
power lines, and even patience.
“I’ve never seen a more
hardworking place,” Pippert said.
“There are always things going on. I’m
not sure how exactly to articulate it,
but it’s like there’s always construction;
there’s always truck traffic;
there’s always activity on Sunday
afternoons. It just doesn’t stop.”
The change in Williston and
other boomtowns may not stop, but
it does slow. This year, slumping
crude oil prices have led to a decline
among communities affected by the
oil industry. Williston was the fastestgrowing small city in the U.S. from
2011 to 2013, according to the U.S.
Census Bureau. Yet, news outlets
recently have described harder times.
Bakken oil has always been expensive
to produce and ship to refineries. So,
when oil prices started to decrease
in autumn 2014, oil producers
tamped down their spending. This
meant fewer rigs actively drilling for
crude and less work for those who
service new wells. In extreme cases,
layoffs, reduced hours, and smaller
paychecks have led workers into
hard times and even out of town.
“Lots of things have changed since
2012,” admits Pippert. “Now I have
to write a potentially different story.”
It’s said that North Dakota’s last oil
boom, which occurred roughly 30 years
ago, collapsed so quickly when oil prices
crashed that people declared, “If you’re
the last person in Williston, make sure
you turn off the lights.” But what did this
flight mean for the people who continued
Fall 2015
23
ANALYZING AND WRITING
Pippert mets with Deanette Piesik, CEO of TrainND
living in that community? For Pippert, it’s
important for sociologists to analyze how
population shifts and the industrialization
of rural areas strain community ties
and impact the daily lives of long-term
residents. This summer, he took his fifth
and likely final trip to North Dakota to see
how the recent slowdown has influenced
life in Williston, to conduct follow-up
interviews, and to hear from additional
residents for the first time.
Pippert met with Deanette
Piesik, CEO of workforce development
organization TrainND, to discuss whether
she had witnessed any signs of an oil
industry downturn. TrainND serves as
a link between private industry and
Williston State College by facilitating
safety trainings and offering worker
certification programs. After the
conversation, Piesik said she appreciated
the way Pippert used open-ended
questions such as, “How’d that impact
you?” and “What do you see?” rather
than asking questions that would induce
a negative response.
“I guess I worry about how some of
the things I say will get cut short or be
portrayed the wrong way,” said Piesik,
whose concern applies to news coverage
ranging from national broadcasts to the
local press. “Now, I could have been the
type of person who was totally negative
and that’s what you would have gotten …
but I have faith that [Pippert is] writing a
good piece about this oil boom and how
it has changed this community. I think
that’s a positive piece to do.”
24
Augsburg Now
Over the course of three years, Pippert
conducted 87 interviews to gather data,
and he is entering the writing phase of his
research—a time when he will synthesize
all of this information. Naturally, analyzing
more than seven-dozen conversations will
be a challenging endeavor.
“There comes a point, probably
before that 87 number, where you
don’t learn anything new,” he said with
a laugh, “but it’s so interesting I just
wanted to keep going.”
Augsburg College sociology
students helped to spur Pippert’s
interest in the North Dakota oil boom,
and they continue to play a role as
this project develops. Students serve
as research assistants by transcribing
interviews and coding the information
they contain so that Pippert can
examine themes from year to year
and from discussion to discussion. He
plans to work with a research assistant
supported by the 2015 Torstenson
Community Scholars program, and he
has supervised Ashley Johnson ’16 as
she worked on an independent project
on sex trafficking in North Dakota as
part of her participation in the McNair
Scholars Program.
Overall, Pippert is positioned to
assess the dramatic and immediate
strain on infrastructure that North
Dakota communities endured during the
period of rapid growth occurring during
the boom’s first few years. He also will
look at longtime residents’ perceptions
of oil workers and of crime.
“There are certainly more crimes
taking place, but whether they are
proportional to the population increase
is difficult to tell,” Pippert said.
It is also complex to articulate how
residents felt about an influx of new
people in their communities.
“As a sociologist, I’m interested
in ‘insider’ versus ‘outsider’ framing,”
Pippert added. “There seems to be a
pretty strong sentiment among locals
that they were frustrated with oil field
workers. The saying was, ‘Go back
home—unless you plan on staying.’”
This phrase, Pippert noticed,
articulates that longtime residents
grew tired of people simply entering
their communities for work and then
leaving or sending their income to
families and homes in other areas of the
country. The locals would have preferred
for the newcomers to contribute to and
make a life in their communities well
into the future.
THE YEARS AHEAD
As time unfolds, the challenges and
opportunities presented in Williston may
begin to surface in other communities
that are in the midst of their own
dramatic population growth, and
Pippert’s research could serve as a study
for navigating complex situations.
The oil extraction technology
pioneered in North Dakota is expected
to have implications around the world,
but it’s not only communities near
oil deposits that may benefit from
this scholar’s perspective. Ultimately,
Pippert said, his story is about how
the identity of a small town changes
when significant industrial development
causes a population shift. It’s about
massive industry suddenly entering an
area—any area—to utilize its resources.
And when other communities follow
down a similar path as Williston, it’s
important for them to learn from the
road that North Dakota already has
traveled.
“It really is about a boom,” Pippert
said. “But the source of its spark doesn’t
really matter.”
A DARK
SIDE TO
A BOOM
scholarship
in action
A
s one of the first sociologists to
study the effects of the most
recent oil boom in North Dakota,
Tim Pippert has been sought out by
organizations looking to add context
to their coverage of the changes
occurring in the city of Williston and
its surrounding communities. Pippert
contributed to the Forum News
Service’s reporting series on human
trafficking and female exploitation,
and he appeared in the documentary
“BOOM,” which depicted human and sex
trafficking issues haunting communities.
The film tells the story of a recent
college graduate who moves to North
Dakota to get a job in the oil fields as
a trucker and who becomes aware of
criminal activity present in his new
surroundings. The nonprofit iEmpathize
created the documentary to raise
awareness about child exploitation
and to help industries ranging from
oil and gas to trucking and hospitality
better train employees to recognize and
respond to trafficking.
The film was screened in November
2014 at North Dakota’s first statewide
summit on human trafficking, which
Pippert attended as a featured panelist.
He discussed his research in front of
the U.S. attorney for North Dakota,
the state’s attorney general, local and
federal law enforcement agencies,
victims’ advocates, social service
providers, tribal officials, and others
who—he said—came together to ask,
“How big of a problem is this?” and
“What are we going to do about it?”
For Pippert, seeing his scholarship
have a life outside of an academic
setting has been personally rewarding
and publically valuable.
Brad Riley, founder and president
of iEmpathize, visited Augsburg College
in March with Anthony Baldassari, the
film’s protagonist and an engagement
ambassador for the organization’s Boom
Campaign, which assists communities
across the United States. The two men
joined Pippert in screening the film and
leading an on-campus discussion on the
issues it portrayed. Baldassari, Pippert,
and Riley also served as presenters at
Visit iEmpathize.org to learn
how this organization works to
educate boom communities
to recognize and respond to
human trafficking issues.
the 2015 Nobel Peace Prize Forum,
of which Augsburg College is a host
sponsor.
Pippert’s role in the film helped
to “give a real, authentic, and clear
unpacking of what’s happening, why it’s
happening, and where it’s happening,”
Riley said.
The film was designed to be a
catalyst for conversation in communities
where human trafficking already had a
foothold or within groups that have an
ability to help curtail the offense. In
addition, “BOOM” is a teaching tool for
the curricula iEmpathize distributes to
law enforcement, schools, health care
institutions, and other organizations
located in areas that are at risk of
encountering their own human trafficking
issues.
“If we can predict where boom
towns might be in the future, we can
come in and help set up a little bit
of infrastructure on the front end,”
Baldassari said, which helps to give
people the opportunity to intervene in a
safe and practical way.
Fall 2015
25
26
Augsburg Now
BURSTING
WITH AUGGIE PRIDE
A fireworks display over Murphy Square lights up the night during
Homecoming weekend.
Nearly 600 Auggies representing more than six decades and from as far away as Norway attended
the 2015 Augsburg College Homecoming celebration. The class with the most attendees? Alumni
from 1965, marking their 50th reunion! If you’ve never had the chance to see the campus canopied in
fireworks, you should plan to attend Homecoming in 2016.
The 2015 Homecoming Alumni Award recipients and Athletic Hall of
Fame inductees are featured in Class Notes: pages 32-39. To view
videos recognizing the award recipients, go to augsburg.edu/now.
Fall 2015
27
FROM THE ALUMNI BOARD PRESIDENT
Dear alumni and friends,
W
elcome to the 2015-16
academic year! Thank you to
Chris Hallin ’88 for serving as
alumni board president last year. I’m
excited to become board president at
a time when our group continues to
evolve and increase its engagement
with alumni in the life of the College.
As the campus community looks forward to the
sesquicentennial of Augsburg in 2019, we all have the
opportunity to participate in the strategic vision set forth
by the Augsburg Board of Regents, which states: “In 2019,
Augsburg College will be a new kind of student-centered,
urban university, small to our students and big for the world.”
There is much work that we as alumni have done and can do
to support this vision.
Mark your calendars for the next Student and Alumni
Networking Event on February 9, which gives students
access to one-on-one discussions with alumni professionals
on campus. Alumni can also partner with the Clair and
Gladys Strommen Center for Meaningful Work, as we did this
September for the first-ever Fall Career and Internship Fair, to
provide alumni and students with meaningful connections.
We also work to make annual traditions, such as
Homecoming and Advent Vespers, special for alumni of all
generations.
Throughout the coming year, your alumni board will hear
from Augsburg guest speakers about internships, research,
study abroad, and service work and learning that shape an
Augsburg education. As we listen, we will consider how alumni
can support the important work of the College. There are three
dimensions in the Augsburg2019 strategic plan (found at
augsburg.edu/augsburg2019) that are relevant to our work:
•
Dimension 1: Educating for lives of purpose—across the
disciplines, beyond the classroom, and around the world.
As alumni, we can help students outside the classroom
and in a manner that equips them to succeed through
mentoring, internships, and more.
•
Dimension 2: At the table with our neighbors and institutional
partners, shaping education to address the world’s needs. As
alumni, our workplaces and Auggie-owned businesses can
work with Augsburg to expand internship opportunities
that allow students to build their skills, discern their
vocations, and open doors to careers.
•
Dimension 3: Built for the future—a vital and sustainable
institution. Alumni can strengthen collaboration and
financial sustainability through our consistent financial
support and by sharing the good news about the College
among our professional and faith communities, and with
our friends and families.
As alumni, we have a direct impact on our College in small
and large ways. Our participation is key to the future viability
and sustainability of our college and of Auggies. I hope you
will join us.
JILL WATSON ’10 MBA
ALUMNI BOARD PRESIDENT
UNIQUELY AUGSBURG TRAVEL
Augsburg College alumni, parents, families, and friends are invited to
join international tours led by faculty members whose distinction and
expertise add to one-of-a-kind
travel experiences. If you are
UPCOMING TOURS:
interested in participating in
Germany and the Czech Republic
travel opportunities or attending
Thailand and Cambodia
an information session, contact
Sally Daniels Herron ’79 at
To learn more, go to
augsburg.edu/alumni/travel.
herron@augsburg.edu or
612-330-1525.
28
Augsburg Now
NOVEMBER 12, 2015
Thanks for Giving to the Max!
Thank you to all those who supported
Augsburg College on Give to the Max Day.
Your gifts enable great opportunities for
students in academics, athletics, and
campus programs. See the wide variety of
projects supported by this annual day of
philanthropy at augsburg.edu/now.
AUGGIES CONNECT
FROM RIVERSIDE AVE.
TO RIVERSIDE, CA
A demand for Auggies
Augsburg is closing the distance between Riverside Avenue in
Minneapolis and Riverside, California, through the successful
partnership of Augsburg faculty, alumni, college programs—and,
of course—talented students.
The collaboration is proving so effective that faculty
mentors at the University of California-Riverside are calling for
more Auggies. When Dixie Shafer, director of Undergraduate
Research and Graduate Opportunity (URGO), visited
doctoral candidate Tom Lopez ’11, she heard in no uncertain
terms from Lopez’s mentor and department of mechanical
engineering faculty member Lorenzo Mangolini:
“I want more of your students. I want more Augsburg
students. Your students know what they’re doing in the lab
from day one.”
Over the past six years, several Augsburg graduates have
landed at UC-Riverside with full funding to attend doctoral
programs. The students have a team of Auggie advocates
supporting them all the way. The team includes staff from
TRIO/McNair Scholars; URGO; STEM (science, technology,
engineering, and mathematics) Programs; and alumni who
have walked a similar path.
The Riverside pipeline
Augsburg sociology alumni Matthew Dunn ’08, Jenna Mead ’09,
and Zach Sommer ’10 were among the first Auggies to blaze a trail
to UC-Riverside. They were later joined by Lopez and doctoral
candidate Justin Gyllen ’11, a computer scientist and physicist
working on an educational technology project to help first-year
engineering students improve their note-taking.
Now those Auggies have been joined by two more alumni
from the physics and math departments: Gottlieb Uahengo ’13
and Amir Rose ’14.
Rose, one of five Augsburg McNair Scholars to attend
UC-Riverside, credits that program’s role in his success. The
McNair program is a two-year opportunity that helps prepare
low-income, first-generation, and underrepresented students
for graduate school. Rose, whose current research is focused
on breeding sterile mosquitoes to eradicate populations of
disease-spreading mosquitoes, also credits Augsburg physics
professor David Murr ’92 for teaching him research skills and
independent thinking.
Even current Augsburg students gain research experience at
UC-Riverside. Last summer, chemistry student Oscar Martinez ’16
worked with Lopez and also traveled to Scripps Research
Institute in Florida.
Circle of Support
Now that these Auggies are studying and
researching in Riverside, Dr. Steve Larson ’72
says it’s his turn to help. Larson, a member of
the Augsburg Board of Regents, has been in
California since 1980.
Three years ago, Larson, chief executive officer
and board chair for Riverside Medical Clinic
and a generous supporter of the Norman
and Evangeline Hagfors Center for Science,
Business, and Religion, found out that there
was not just one, but a group of Auggies in
Riverside, and he invited them to dinner at his
home. He has had them back every year, and
has been joined by Augsburg College President
Paul Pribbenow and Shafer.
“We all have something in common,”
Larson said of his dinners with the Augsburg
alumni and students. “Everyone appreciates
what happens at Augsburg College.”
There’s a circle of involvement with the
College, Larson explained, that begins as a
student, continues as alumni go out into the
world, and finally turns back to support student
success and the future of the College. “This is
my turn,” he said.
He is excited for how the Hagfors Center
will continue to inspire high-caliber students
and faculty to take their work to the next level.
“Keep those Auggies coming,” Larson said.
[Top to bottom]:
Augsburg College
Regent Steve Larson ’72
supports students like
Gottlieb Uahengo ’13 and
Oscar Martinez ’16—two
of the Auggies whose
academic pursuits have
led to the University of
California-Riverside.
Fall 2015
29
AUGGIES CONNECT
THOUGHTFUL GIVING
Less effort. More impact.
“Mr. Augsburg” has spent 44 years of his
life—so far—inspiring Auggies to invest
in the life of the College. Whether in his
role as a student, parent, grandparent,
or as alumni director and fundraiser for
Augsburg, Jeroy Carlson ’48 has inspired
Auggies through the decades to remain
connected to their alma mater.
The work, connections, and
inspiration fostered and forged by
Carlson led an anonymous donor to make
a generous $165,000 lead gift to name
a gathering space in the Norman and
Evangeline Hagfors Center for Science,
Business, and Religion in honor of
Carlson and his wife, Lorraine. Augsburg
College Regent Dennis Meyer ’78 and
Beverly (Ranum) Meyer ’78 also were
inspired by Carlson’s leadership and
dedication to the College and decided to
make a second gift. The couple’s most
recent contribution of $25,000 will go
to support the space named in honor of
the Carlsons.
During his long tenure with
Augsburg, Carlson helped countless
students get their careers off the ground.
“He never hesitated to pick up the phone
to make a connection,” said Dennis.
One of Carlson’s introductions
helped Bev make an important
professional connection to launch her
teaching career. “There were many
30
Augsburg Now
faculty and staff members at Augsburg
who provided career guidance and
direction, but Jeroy stands out for us,”
she said.
“I admire the connections Jeroy
developed with alumni and his ability
to make things happen,” Dennis said,
noting that Carlson raised millions for
the College. “When he called and asked
for something, people gave because
they had great respect for Jeroy, his
love of Augsburg, and the people who
contributed to its success.”
Donors are invited to make a gift
to the Jeroy and Lorraine Carlson
Atrium Lounge—a designated space
in the Hagfors Center where the
Augsburg community will gather, foster
relationships, and build community.
Great progress already has been
made for this $250,000 initiative, which
will end on December 31. There is just
$60,000 left to raise to name the space.
Please join fellow Auggies touched by
the Carlsons’ spirit of generosity and
belief in Augsburg. Send your gift,
marked “Jeroy Carlson Initiative,” to:
Augsburg College, 2211 Riverside
Avenue, CB 142, Minneapolis, MN
55454. For more information, contact
Kim Stone at stonek@augsburg.edu or
612-330-1173.
Courtesy Photo
Courtesy Photo
Jeroy and
Lorraine Carlson
Atrium Lounge
Make a difference at Augsburg—this and
every month—with Thoughtful Giving.
A Thoughtful Gift is a monthly
sustaining contribution, paid automatically
with a deduction from your checking
account, credit card, or debit card.
Your monthly gifts help provide a
steady, reliable income stream, allowing
Augsburg to focus more resources on
financial aid and student services.
Think about it—monthly donations
make it easy to budget—and it feels great
to know you are making a difference every
month of the year.
Visit augsburg.edu/giving to start your
monthly giving today.
If you have questions or want to
become a Thoughtful Giver through the
mail or by telephone, contact Margo
Abramson at abramson@augsburg.edu or
612-330-1557.
Thank you for keeping Augsburg strong
and thriving with your financial support.
I believe in Thoughtful Giving.
Sue and Larry Turner ’69 have made an
automatic monthly gift since 2013.
AUGGIES CONNECT
Buy a brick. Honor a legacy.
What started out as a group of first-year Auggies from
Washburn High School in Minneapolis commuting
to campus for classes led to friendships that have
transcended job relocations, marriages, losses of parents,
and births of grandchildren. Now those Auggies—dear
friends for nearly a half-century—are celebrating their
life-long relationships and Augsburg’s role in bringing
them together by buying a brick to support the College’s
new Norman and Evangeline Hagfors Center for Science,
Business, and Religion.
In the late 1960s, after spending a year commuting
to college, the friends decided to live on campus.
Although they put their names in the housing lottery,
they came up empty. The group learned from facilities
staff that there was a house on campus that needed
some fixing up and that, if the group was willing to do
the work, they could move in.
The group cleaned, painted, and got the house ready
to live in. John Hjelmeland ’70 and Paul Mikelson ’70
moved into the house in the fall of 1967.
By winter break, more Auggies moved into the house:
John Harden ’69 and Phil Walen ’70 from Washburn High
and Terry Nygaard ’70 from Columbia Heights.
The five roommates spent the remainder of their
time at Augsburg in the house located where the Charles
S. Anderson Music Hall now stands. While the friends
all pursued different fields of study, their friendship
remained as strong then as it does now.
After graduation, Mikelson married and left for a
U.S. Army position in Germany, and Hjelmeland and
Walen moved out of state. During that time, the group
started to circulate a handwritten chain letter as a way to
stay in touch. Each of the friends lived in a different city,
and the group kept the letter in circulation for 10 years.
Eventually, all five Auggies returned to the Twin
Cities and began to meet for monthly lunches. This past
September, Walen passed away, but the remaining four
friends continue to meet regularly.
“Augsburg was the place where we cemented our
friendship and kept it going all these years,” Mikelson said.
While Walen was still alive, the five former
roommates together bought a brick to commemorate
their camaraderie and Augsburg’s place in it. The brick,
which will be displayed as part of the new Hagfors
Center, will be inscribed, simply, “2207 S. 7th St.”
Courtesy Photo
45 YEARS OF FRIENDSHIP INSPIRES A BRICK
Top: Augsburg College alumni on their graduation day [L to R]: Phil Walen ’70, Paul
Mikelson ’70, John Hjelmeland ’70, John Harden ’69, and Terry Nygaard ’70.
Bottom: Four of the men continue to meet monthly for lunch.
THERE IS STILL TIME TO PARTICIPATE IN THE
CAMPAIGN FOR THE HAGFORS CENTER!
Buy a brick to honor a family member,
a teacher, a friendship, or a relationship
that defines Augsburg for you. Augsburg
will inscribe a brick with your name or the
name of someone you’d like to honor. Each
brick will be incorporated into the building of the Hagfors
Center, creating a lasting legacy for the future of Augsburg.
Foundation Brick (40 characters, 3 lines) = $250
Legacy Brick (80 characters, 6 lines) = $500
augsburg.edu/csbr | 612-330-1085
Fall 2015
31
ALUMNI CLASS NOTES
1951
Einar Unseth ’51 marked his
90th birthday on June 29. After
farming with his father, Unseth served in the
occupation army in Japan. He then attended
Augsburg College and Luther Seminary. He
served as a missionary to Japan with the
American Lutheran Church (now ELCA), and
later pastored Lutheran churches in Iowa,
Michigan, Minnesota, North Dakota, and South
Dakota. Unseth and his wife, Luella, recently
moved to Lester Prairie, Minnesota. They
have six sons, 22 grandchildren, and seven
great-grandchildren.
1952
Dave Christensen ’52 and his
brother Duane Christensen ’53 meet
every morning to grab some coffee, buy copies
of the Bemidji Pioneer and the Minneapolis
Star Tribune, and catch up on the latest news.
This tradition began in 1990 when Dave moved
to Bemidji to retire. Dave taught school in
Atwater, Minnesota, for four years and served
in the U.S. Army before enrolling in Luther
Seminary in St. Paul. Before retirement, he was
a Lutheran minister at Adams, North Dakota;
Warren, Minnesota; and Pelican Rapids,
Minnesota.
After Duane graduated from Augsburg,
he served in the U.S. Army and then began
a career in education as a band and choir
teacher in Danube, Minnesota. He earned
his master’s and specialist degrees at the
University of Minnesota, and then worked as a
school principal in several Minnesota districts.
Duane moved to Bemidji, Minnesota, in 1969
and started the Bemidji Regional Interdistrict
Council, an agency that provided special
education services to 18 area school districts.
He headed the council for 18 years before
retiring. In 1990, the brothers built Maple
Ridge Golf Course south of Bemidji.
Harvey Peterson ’52,
a former member of
the Augsburg College
Board of Regents and a
member of the Athletics
Hall of Fame, received
a Distinguished Alumni
Award at Homecoming
2015. He was recognized
for his distinct level of dedication, leadership,
and achievement over the span of his career.
He and his wife, Joanne (Varner) Peterson ’52,
are longtime, faithful supporters of the College.
He was the CEO of CATCO, a truck parts
supply company founded in 1949 by his father,
Art Peterson. He has given unselfishly to his
business and industry peers and associates,
mentoring and advising many along the way.
1957
Grace (Forss)
Herr ’57
was recognized with a
Distinguished Alumni
Award at Augsburg’s
Homecoming in October,
which also hosted a
reunion for majors
in home economics.
Her award cited her entrepreneurial spirit,
great generosity in establishing numerous
scholarships, and longstanding commitment to
Habitat for Humanity and the Guadalupe Center
in Florida, where she lives with her husband,
Doug. This past spring, the couple received the
Spirit of Marco Island Award from a Rotary Club,
which honored them for embodying the spirit of
community through service.
1961
Karen (Erickson) McCullough ’61
walked Hadrian’s Wall Path, a nearly
80-mile trek, across northern England from
Wallsend to Bowness-on-Solway.
1964
Mike Walgren
’64 was
recognized with a Spirit
of Augsburg Award at
Homecoming in October.
He has been manager of
the Augsburg Centennial
Singers since 2001. With
his wife, Carla (Quanbeck)
Walgren ’64, he lives out his vocation of being
called to service. In his work with the Centennial
Singers, professionally, and with his church,
he puts his gifts and talents in service of the
greater good—doing the difficult work with
full engagement and without hesitation. He
was recognized in 2001 with an Outstanding
Professional Fundraiser of the Year award
by the Minnesota chapter of the Association
of Fundraising Professionals. He is an active
member of Westwood Lutheran Church in
St. Louis Park, Minnesota, where he sings
in the choir.
REUNION
1965
Augsburg
College
Regent Emeritus Dan
Anderson ’65 was
recognized with a
Distinguished Alumni
Award at Augsburg’s
Homecoming in October,
which also honored the
1965 men’s basketball championship team
on which he played. Anderson in 1977 was
inducted into the Augsburg Athletic Hall of
Fame for his accomplishments on the court,
including leading the basketball team to three
conference championships, setting records for
career points (2,052 points), and being named
conference player of the year three times.
Anderson is chairman of AdvisorNet Financial
in Minneapolis. He has served on the board
AUGGIE SNAPSHOTS
1952
Glenn Thorpe ’60 hosted a celebration for his brother Gordon Thorpe ’52, ’55
to honor the 60th anniversary of Gordon’s graduation from Augsburg
Seminary and ordination at Trinity Lutheran Church, which was on June 12, 1955.
Gordon served in parishes for 41 years. At the celebration, Gordon was joined by his
classmates David Rokke ’52, Carl Vaagenes ’50, ’55, and Bill Halverson ’51. Also joining
them to celebrate were Augsburg seminarians Philip Quanbeck ’50, Allan Sortland ’53,
Morris Vaagenes ’54, Jim Almquist ’61, Paul Almquist ’62, and Thomas Moen ’62.
32
Augsburg Now
ALUMNI CLASS NOTES
of directors for charitable organizations, has
worked locally for Habitat for Humanity, and is
active in his church community.
Marilyn (Nielsen) Anderson ’65 treasures her
memories of Augsburg band trips to the West
Coast and the Augsburg Cantorians’ trips. She
taught K-12 choir, band, music, and orchestra
for 17 years and has written and published 25
children’s books. She taught writing courses
for the Institute of Children’s Literature for 20
years. Anderson also has trained and showed
dressage horses at international levels. If she
could thank anyone at Augsburg, it would be
James Johnson, her piano teacher, and Anne
Pederson, who taught English.
MaryAnn (Holland) Berg ’65 has had a life
filled with music. She taught elementary
music and piano for 20 years, and directed a
championship barbershop chorus in Fargo,
North Dakota, that took her to international
competitions in London, Minneapolis,
Philadelphia, Seattle, and St. Louis. She
currently sings with the Fargo Moorhead Choral
Artists, a group she’s been with for 28 years.
Her fondest memories of Augsburg include
choir tours (especially the Norway tour in 1965)
and serving as a student secretary for Leland
Sateren ’35. She and husband, Arvid Berg ’65,
cherish the memory of the Augsburg Choir
singing at their wedding on November 21, 1964.
Arvid has no doubt that Sateren inspired
him to become a choral director and to strive
for the highest performance standards he could
achieve. Arvid’s fondest Augsburg memories
are of Augsburg band and choir tours, including
a five-week tour with the choir to Norway,
Denmark, and Germany. Arvid spent 30 years
as head of the music department at Oak Grove
Lutheran High School in Fargo. He also had a
25-year military career, the last 19 years with the
188th Army Band of Fargo. His current interests
include fishing, hunting, traveling, music, and
his church.
If she could, Adrienne (Strand) Buboltz ’65
would thank the Rev. Waldemar Anderson ’37 for
encouraging her and three of her classmates
from North Dakota’s Portland High School
to attend Augsburg. She fondly remembers
serving on the freshman social committee,
decorating Christmas trees, watching high
school classmate Dan Anderson ’65 play
basketball, and meeting her future husband,
Larry Buboltz ’65, at Augsburg. She especially
enjoyed being instructed by Chemistry
Professor Courtland Agre and Leif Hansen,
her German teacher. Adrienne graduated
from Moorhead State University in 1974 and
became a Certified Public Accountant. She
worked in public accounting, was a corporate
controller, and taught at a vocational school.
She opened an insurance brokerage in 1991
after receiving her insurance and brokerage
licenses, and she retired in 2005. Larry keeps
busy as chair of Detroit Lakes Community
and Cultural Center in Minnesota. He serves
on a committee to bring a bike trail to the
community. He became a city councilman
in 1976, and served until he was elected
mayor from 1988 to 2008. He likes to
Sharon (Kunze) Erickson ’65 says she took an
interest in a certain physics lab assistant and
eventually married him—Ken Erickson ’62, now
retired from the Augsburg physics department.
The couple lives in Cambridge, Minnesota,
where Sharon taught first grade for 29 years.
Sharon volunteers at their church and at the
Cambridge Hospital when she isn’t spending
time with family and friends.
Helen (Friederichs) Griller ’65 has lived in
and enjoyed Arizona for the past 28 years,
but she has so many special memories of
George Johnson ’65 spent more than three
years in Pakistan teaching science students
who ranged from the undergraduate to the
doctoral levels. He and his wife, Leslye, both
hold doctorate degrees in biochemistry,
and, with support from the Bradley Hills
Presbyterian congregation in Bethesda,
Maryland, worked with Forman Christian
College University in Lahore, Pakistan. The
Johnsons view this school as an oasis of
tolerance, and they served people who are
Muslim and Christian, rich and poor, male and female. The Johnsons’ time in Pakistan
convinced them how valuable it is for students and alumni to visit other countries to
experience life and cultures. Before this teaching opportunity, George had a robust career
in research science, often working in drug discovery and development.
From the NOW@Augsburg blog.
Visit augsburg.edu/alumni/blog to read more.
exercise, travel, play bridge, attend school
sporting activities, and is active in Kiwanis.
At Augsburg, Larry participated in the debate
team and later coached debate at Detroit
Lakes High School. He also taught history
there until 1968. He joined Rural Minnesota
Concentrated Employment Program, Inc. and
became chairman in 2005. His high school
band instructor, David Skaar ’55, initially
encouraged him to attend Augsburg.
One of the fondest memories Keith Dyrud ’65,
holds from his time at Augsburg is his work
publishing the campus newspaper, The Voice.
Faculty who most influenced Keith were Carl
Chrislock ’37 and Khin Khin Jensen, faculty in
the history and political science department,
and William Halverson ’51 and Paul Sonnack ’42,
faculty in the religion department. Today, Keith
enjoys writing history, construction, Norwegian
studies, and outdoor activities. He lives with
wife, Grace, in Lauderdale, Minnesota. They
have six children and nine grandchildren.
growing up in Minnesota that she still thinks
of it as home. Treasured memories from her
Augsburg experience include good friends,
the International Associated Women Students
trip to Oklahoma, sporting activities, Sno Days,
and Freshman Days. Her current interests
and activities include four grandchildren, book
clubs, reading, traveling, the Scottsdale Garden
Club, and activities at her church.
Carmen Herrick ’65 passed the Certified Public
Accountant exam in 1989 and then worked
in public accounting. In addition to obtaining
a bachelor’s from Western State College of
Colorado, she attended the University of
Oslo and Elverum Folkehøgskule in Norway,
which afforded her the opportunity to travel
throughout Scandinavia. Among her favorite
Augsburg memories are living with 11 other
girls in Kappa House, and her wonderful
business education teacher. Current interests
include learning Norwegian, playing bridge,
lap swimming, and Silver Sneakers exercise
classes. She has six grandchildren.
Fall 2015
33
ALUMNI CLASS NOTES
REUNION
1965
Don Hoseth ’65 returned to
Augsburg in 1971 to earn his
elementary teaching degree and taught for
32 years in the Robbinsdale, Minnesota,
School District. He has been retired for the
past 12 years and keeps busy with his 12
grandchildren. He is grateful for the influence
of numerous professors as well as longtime
coaches Edor Nelson ’38 and Ed Saugestad ’59.
Jan (Mattson) Johnson ’65 and husband,
Tom, live in Alexandria, Minnesota, and enjoy
seeing their five grandchildren when they
visit the Twin Cities. The Johnsons lived in
the Philippines for one year and in Maine for
another while Tom was in the U.S. Air Force.
As a student, Jan worked in Augsburg’s
Admissions office for Donovan Lundeen, who
had visited her home prior to her decision to
attend Augsburg. She relishes memories of
singing under the direction of Leland Sateren ’35
in the Augsburg Choir, and feels privileged
to have traveled to Norway, Denmark, and
Germany with the choir for five weeks after
graduating. Jan’s current interests include
choir, golfing, quilting, reading, and travel.
For Charles McCaughan ’65, Professor
Emeritus of History Donald Gustafson was the
faculty member who most influenced him
as a student. McCaughan lives in Bagley,
Minnesota.
Dennis Morreim ’65 transferred to Augsburg
after three years at the University of Minnesota.
He remembers his advisor working to have all
of his credits accepted, and he went from being
a sophomore to a junior in one day. Morreim
met his wife, Jeanne (Wanner) Morreim ’66,
during orientation week. She was working in
The Grill. The couple has been married 50
years. Dennis earned his master’s degree in
divinity and a doctorate of ministry degree. He
served churches in Manitoba and Minnesota
for 38 years. During his time serving in Cloquet,
Minnesota, he went to Honduras 17 times and
helped to build eight schools in the Central
American country. He spends his time now
as a part-time chaplain at a local hospital and
nursing home in Cloquet. He also is chaplain of
the Minnesota State Senate.
Dwight Olson ’65 can still make a mean grilled
Spam sandwich and great Swedish pancakes,
but can’t lower his golf handicap. Olson lives
in San Diego with his wife of 50 years, Lois
(Monson) Olson ’68. He founded Data Securities
International and is listed in Wikipedia as the
“father of technology escrow.” He started
Gamma Phi Omega at Augsburg and says
that Phil Quanbeck, Sr. ’50, professor emeritus
of religion, was his most influential faculty
member. Dwight and Lois have two sons and
four grandchildren. He says that Lois agreed to
marry him the day before graduation so that his
family could afford to attend both events.
The Rev. Gary Olson ’65 and wife, Jean (Pfeifer)
Olson ’64, reside in Maplewood, Minnesota.
Gary spends his time in creative writing. He and
Jean attend many school events for their three
grandchildren. On occasion, he still preaches.
Gary’s memories from his time at Augsburg
include the day when he was walking to class
and walked past a sleeping male student
whose dorm mates put his bed, dresser, lamp,
and chair on the Quad lawn. Gary says that
Esther Olson, a theater and speech professor,
influenced him most as a student.
Pat (Steenson) Roback ’65 and her husband,
Jim Roback ’62, feel blessed to have chosen
Augsburg to get their teaching degrees and to
have been surrounded by students and staff
who got to know them and helped shape them
as they chose their future paths. The faculty
member who most influenced Pat was Martha
Mattson, an elementary education faculty
member. Pat recalls that, “She was an icon!
What a wealth of information she was, and
[she] knew so much about the world because
she traveled and lived in many faraway
places. She even had a few of us over to her
apartment once to teach us tatting. She was
very good at it, and we were not.” Pat thanks
all of the 1965 reunion committee members
for their dedication, ideas, time, and hard work
to make plans for Homecoming.
Larry Scholla ’65 and Muriel (Berg) Scholla ’67
live in Willmar, Minnesota, and winter in Naples,
Florida, where they enjoy the beaches of Marco
and Naples, as well as several biking trails.
They have five grandchildren. Larry volunteers
at Kandiyohi County Historical Society in
Willmar, and enjoys doing carpentry and general
maintenance. He treasures the memory of being
part of the football and baseball teams, and is
grateful for the influence of Ed Saugestad ’59,
who taught a kinesiology class.
Augsburg College alumni and a current student
jumped aboard “The Hoopla Train with Yard Master
Yip and his Polkastra” at multiple stops of the show’s
Minnesota-based summer tour, which included
performances in communities ranging from St. Cloud
to New Ulm. The Auggies sang, danced, and acted in
a Vaudeville-style production, using techniques honed
on the stages of Augsburg College.
Described as “Lawrence Welk meets Hee
Haw,” the production was produced by Sod House
Theater and spearheaded by actor and director
Darcey Engen ’88, chair of Augsburg’s Theater
Arts Department, and Luverne Seifert ’83, actor
and senior teaching specialist at the University of
Minnesota.
The original show featured “acts performed by
a touring cast with appearances by several Augsburg
alumni friends along the way,” according to Engen.
34
Augsburg Now
“We were thrilled to be performing with Auggies in
historic ballrooms and other venues across Minnesota
where live music and dancing originated and many of
our parents fell in love.”
Engen and Seifert secured four Augsburg theater
alumni and one current student to perform, including
Lisa (Pestka) Anderson ’86, David Deblieck ’88, Kari
(Eklund) Logan ’82, Deb Pearson ’83, and Riley
Parham ’18. Another Augsburg alumnus, Justin
Caron ’13, assisted with costumes.
For the alumni, participating in “The Hoopla
Train” offered an opportunity to reconnect with
longtime friends and to recall past Augsburg theater
experiences.
“Some of my happiest memories were made on
the stage at Augsburg,” said Logan. “It was wonderful
to be back together with some of the people who
played a role in making them.”
Photo credit: John Grones
Augsburg alumni collaborate on touring theater production
Darcey Engen ’88 and Luverne Seifert ’83
perform as Aunt Woo and Uncle Yahoo.
ALUMNI CLASS NOTES
The Rev. Clayton Skurdahl ’65 spent 40 years in
ministry, primarily in Colorado and Nebraska.
His current interests include jogging/walking,
gardening, traveling, and serving as a visitation
pastor. He treasures his memories of Augsburg
chapel times and says he was most influenced
by Mario Colacci, a faculty member in the
Department of New Testament Greek and
Latin. Skurdahl also would like to thank Joel
Torstenson, professor emeritus of sociology.
After David Swenson ’65 completed a
master’s degree in physics at the University
of Minnesota, he was hired by Honeywell
Aerospace where he went on to meet his
wife, Bonny. He spent seven years building
and operating a space simulation chamber
for testing radiometers that flew on satellites.
In 1974, he left engineering and moved to
Colorado where he partnered with Bonny’s
father to run a bicycle store, which they owned
for decades. Among his favorite memories at
Augsburg are influential professors, Concert
Band, the Basin Streeters Dixieland band,
basketball, tennis, physics experiments, and
times spent with good friends. He and Bonny
live in Longmont, Colorado, and David still
works part time in the bicycle shop he once
owned. In his spare time, he enjoys bicycling,
hiking, travel, and music.
Loren Wiger ’65 is in his fifth decade of
teaching science. Most of his years were
at Marshall Middle School in Marshall,
Minnesota. He currently teaches at Southwest
Minnesota State University, where he works
with teacher candidates and teaches science
methods courses. He has many treasured
memories from his time at Augsburg including
dorm life, where Dan “Big Dan” Anderson ’65
was the model student-athlete. Wiger says
he used the phone quite often to visit with
his future wife, Ruth, who was becoming a
registered nurse at Deaconess Hospital.
1968
The Rev. Mark Hanson ’68 this
fall served as Augsburg College’s
Special Assistant to the President for Mission
and Identity, helping facilitate on-campus
conversations regarding the ways in which
the College’s Lutheran Christian heritage
and identity remain relevant to its academic
mission and activities. This spring, Hanson will
become the executive director of the College’s
Bernhard Christensen Center for Vocation,
working to ensure that the center fully
embraces its commitment to the theological
concept of vocation.
1972
Luther
Bakken ’72
was inducted into the
Augsburg Athletic
Hall of Fame for his
accomplishments as a
thrower on the men’s
track and field team. His
50’ 9” outdoor shot put
throw from 1972 remains a school record.
Bakken also played football while at Augsburg.
1974
Accomplished
high school
wrestling coach Scot
Davis ’74 was inducted
into the Augsburg
Athletic Hall of Fame
this year in recognition
of his collegiate wrestling
career. He earned AllAmerican honors in 1973 for his sixth-place
finish at the NAIA National Championships,
among other accolades.
Family ties to Augsburg’s history abound for
Deborah (Fredrickson) Crawley ’76. See page 18.
1978
Augsburg
Athletic Hall
of Fame inductee Paul
Meissner ’78 is one of
the top players in the
history of Augsburg men’s
basketball. He is one of
only 18 players to score
more than 1,000 career
points and remains a top 5 rebounder with
more than 725 career rebounds. He also holds
the school record for games played, with 114.
Bonnie (Lamon) Moren ’78, wife of Jonathan
Moren ’78, retired in June after 37 years of
teaching developmental adapted physical
education to students with special needs in
Bloomington, Minnesota, Public Schools.
David Raether ’78 recently gave a TED Talk at
TEDxAmherst on the campus of the University
of Massachusetts Amherst. Raether’s talk was
based on his experience of homelessness after a
successful career as an award-winning television
comedy writer. The talk was derived from a
widely praised essay he wrote called “What It’s
Like to Fail” that was awarded Best Nonfiction
of 2013 by Longform.org and cited as one of the
best pieces of journalism in 2013 by The Atlantic
magazine. The essay also was featured in the
Times of London Sunday magazine. Raether lives
and works in Berkeley, California.
1982
As of July 1, Scott Ludford ’82 is
the senior pastor of Zion Lutheran
Church in Shawano, Wisconsin.
1987
Augsburg
women’s
basketball star Barb
Blomberg ’87 was
inducted into the
Augsburg Athletic Hall
of Fame. She holds the
fifth-highest career points
total in program history
with 1,023 points. Blomberg served as team
captain in both basketball and volleyball.
Paul Rensted ’87 was appointed Charles
County, Maryland’s director of human
resources in August. Rensted has experience
in all aspects of human resources management
and conflict resolution and previously served
as the director of human resources for the
city of Annapolis. Rensted is certified with
the International Personnel Management
Association for Human Resources. His other
professional affiliations include the U.S.
Commission on Civil Rights State Advisory
Committee; County Conflict Resolution Center
Board of Directors; Baltimore Community Center
Board of Directors; Public Interest Organization
Governing Board; and Advocates for Herring
Bay. He received his undergraduate degree in
international relations and East Asian studies,
and a master’s degree in political science from
the University of British Columbia.
1988
Brad
Anderson ’88
received Augsburg’s
Excellence in Coaching
Award in recognition of
his impressive career as
a high school football
coach. He won three
Minnesota State 5A
Championships and has been selected as class
5A “Coach of the Year” multiple times. He has
coached several players who have gone on to
NFL careers.
After serving for four years as the assistant
principal of Robbinsdale Armstrong High
School in Plymouth, Minnesota, Brenda
(Bauerly) Damiani ’88 joined Cambridge-Isanti
Fall 2015
35
ALUMNI CLASS NOTES
High School in Cambridge, Minnesota, as
its new principal. She obtained a special
education emotional behavioral disability
license from the University of Minnesota
in Minneapolis and a master’s degree in
curriculum and instruction and multicultural
education from the University of St. Thomas
in St. Paul. Damiani continued her education,
earning a K-12 administrative license from
Hamline University in St. Paul. She is pursuing
a doctorate in educational leadership from
Bethel University in St. Paul.
After 24 years in the Pacific Northwest, Dan
Wright ’88 has moved back to Minneapolis with
his wife, Kristen Haglund, and their sons Johan
and Bjorn. Wright works from home as senior
applications engineer at Nike.
1992
In April 2015, Terri Burnor ’92
received her master’s degree in
divinity with a concentration in women’s studies
from United Theological Seminary of the Twin
Cities. In September, she began a 10-month
ministerial internship at First Unitarian
Universalist Church in Portland, Oregon.
Mike Pfeffer ’92 was
inducted into the
Augsburg Athletic Hall
of Fame in recognition
of his outstanding career
as a lightweight wrestler.
In 1992, he earned both
MIAC Champion and AllAmerican honors and was
selected as Augsburg’s Men’s Honor Athlete.
He also was the captain of the 1992 team.
Sharol (Dascher) Tyra ’92, a professional certified
in Life Illumination Coaching and the 2015
President of the ICF Minnesota Charter Chapter
of the International Coach Federation, was a
semi-finalist for Entrepreneur of the Year by
the TwinWest (Plymouth, Minnesota) Chamber
of Commerce 2015 Small Business Awards.
Candidates were selected on the basis of a
number of factors, including their business
vision, community service, drive, and risk-taking.
1995
David Boie ’95 has been named athletic director at Richfield High School
in Richfield, Minnesota. Boie spent 18 years
teaching physics and chemistry at the school and
13 seasons as its head baseball coach.
Jeff Kaeppe ’95 received
recognition for his
Augsburg football career
with an induction into the
Augsburg Athletic Hall of
Fame. Kaeppe was a twotime team MVP and holds
the school record for the
longest reception, a 90yard catch against St. Olaf College in 1992.
Former men’s hockey
player Peter Rutili ’95
was inducted into the
Augsburg Athletic Hall of
Fame. Rutili earned MIAC
All-Conference honors in
1994 and 1995. He also
was selected twice as the
team MVP and received a
Rookie of the Year honor.
1998
Kerri
Kangas ’98
had an outstanding
pitching career on the
Auggie softball team, an
accomplishment that
earned her induction into
the Augsburg Athletic
Hall of Fame. She holds
career records for both games and innings
pitched. She remains in the top 5 for career
wins, strikeouts, shutouts, and fewest walks.
Retired alumna Terry Marquardt ’98 worked
as a temp in the Alumni, Family and
Constituent Relations department leading up
to Homecoming 2015. She retired from 3M in
2008 after 34 years of service. She and her
husband, Gary Donahue, divide their time
between homes in Minnesota and Arizona.
Jennifer Chou ’99 shares her love of wine on
page 10.
2000
Christopher McLeod ’00 has joined
Connexions Loyalty Travel Solutions
in Eden Prairie, Minnesota, as a technology
director.
The Rev. Sara Quigley Brown ’00 was ordained in 2008 and has switched denominational affiliation from the ELCA to Lutheran
Congregations in Mission for Christ, where she
is serving as ordained and open to a call. She
resides with her husband, Russell Brown, in
Anchorage, Alaska. She works as a chaplain
with the Alaska Police and Fire Ministries.
Interim Brooklyn Park, Minnesota, City Manager
Michael Sable ’00 is returning to Hennepin
County to work as the director of facility
services. Sable worked in the northern Twin
Cities suburb for six years and spent most of
his tenure as assistant city manager. In addition
to the 24-story Government Center downtown,
the facilities director oversees personnel
matters and operations at numerous facilities
countywide. Sable received an MBA from the
University of St. Thomas in St. Paul. He and his
wife live in Minneapolis with their children.
2004
“Babylon the Great has Fallen,”
a book by Franchel Patton ’04,
was published in March 2014. In the story,
President Obama and newly elected President
Hillary Clinton meet God face-to-face in this
fast-paced, present-day depiction of Revelations
and current events.
Wubitu Ayana Sima ’89, ’15 MBA is the owner of Lady Elegant’s Tea Shoppe, a British tea room and
store in St. Paul’s St. Anthony Park neighborhood. Raised in western Ethiopia, Ayana Sima came
to the United States to study in the mid-1980s, along with her two young sons. Since graduating,
Ayana Sima has worked with the United Nations in Congo, Malawi, Switzerland, and Zimbabwe,
and for the World Health Organization Regional Office for Africa. Back in the U.S. again, something
was missing in her life without school, and she enrolled in Augsburg’s MBA program. Her
husband, Admasu Simeso, helps her manage the tea room.
From the NOW@Augsburg blog.
Visit augsburg.edu/alumni/blog to read more.
36
Augsburg Now
REUNION
2005
Since graduating from Augsburg, Andrea
(Ladda) Brown ’05 attended law school
at William Mitchell College of Law in St. Paul and
graduated in 2009. She works as an assistant public
defender in Ramsey County and offices out of the
Second Judicial District. She was most influenced by
James Vela-McConnell, professor of sociology, and his
course titled Race, Class, and Gender. She says she
uses many of the basic principles from this class in
her daily arguments to the court. She would also like
to thank Garry Hesser, professor emeritus of sociology,
Diane Pike, professor of sociology, and Tim Pippert,
associate professor of sociology.
Denise Fossen ’05 remembers singing in Masterworks
Chorale and performing at Advent Vespers as two
cherished memories from her time at Augsburg. She is
most proud of receiving a master’s degree from Luther
Seminary in St. Paul and becoming a grandmother for
the first time. She would like to thank David Lapakko,
associate professor of communication studies, and
Peter Hendrickson ’76, associate professor of music,
for their influences on her during her time at Augsburg.
She’s also grateful for her classmates’ participation
in discussions before, during, and after class. Since
September 22, she has served as pastor at Christ
Lutheran in Hendricks, Minnesota.
Keme Hawkins ’05 was recognized
with a First Decade Award at
Augsburg’s Homecoming in
October. She is a freelance writer,
independent scholar, and yogi
living in Atlanta. She received her
master’s degree from the University
of Wisconsin-Madison and her
doctorate in English at Emory
University in Atlanta. Studying and practicing various
forms of divination and energy work continues to be
a lifelong mission for her. Hawkins has completed her
first screenplay, based on the lives of her parents; she is
pitching the writing to producers.
AUGGIE
SNAPSHOTS
2001
Erica Huls ’01 visited Minneapolis-St. Paul for a few days in
July and had a mini-reunion with some of her closest friends
and former classmates who live in Minnesota. Auggies included: Huls, Amy
Carlson ’02, Merry-Ellen (Krcil) Bryers ’01, Ann (Peterson) Fisher ’01, Jason
Bryan-Wegner ’01, Erica Bryan-Wegner ’01, and Katie Koch ’01.
2003
Kristen Opalinski ’03
traveled to Turkey
this summer on behalf of the
Philadelphia-based Peace Islands
Institute, a peacebuilding think
tank founded in the Turkish Islamic
tradition of Hizmet or “service.”
Opalinski provided media support
while conducting research on Sufism
and feminism in relation to the 21st
century Muslim world. After serving
the ELCA in South Africa for 4 1/2
years, she’s now in her final year of
studies at the Lutheran Theological Seminary in Philadelphia. She hopes to
return to international peacemaking or social justice work.
Ishmael Israel ’05 is focused on community development.
Israel left his position as executive director of the Northside
Residents Redevelopment Council in April, and he now
leads the Umoja Community Development Corporation.
Those who influenced Sarah Lahr ’05 most at Augsburg
were Curt Paulsen, professor emeritus of social work;
her advisor Nancy Rodenborg, associate professor of
social work; and Michael Schock, associate professor of
social work. She also fondly remembers Merilee Klemp,
associate professor of music, and Registrar’s Office
staff members Wayne Kallestad and Linda and Toshimi
Smith, who offered a positive work-study experience.
She would most like to thank Paulsen for encouraging
her to continue with a difficult internship because
she still uses that experience to push herself through
difficult tasks to promote growth. Lahr works full time at
2005
In August, five Auggies were among a team of 12 who ran 200
miles in less than 30 hours as part of the Ragnar Relay Series from
Winona, Minnesota, to Minneapolis. Auggies included: Dan Vogel ’05, Clint
Agar ’05, Paul Sanft ’05, Riley Conway ’05, and Andrea (Carlson) Conway ’05.
Spring
Fall 2015
2014
2014
37
17
ALUMNI CLASS NOTES
the Wilder Foundation Caregiver
Services Program as a care
coordinator and part time as a
social worker at United Hospital.
Lucas Olson-Patterson ’05 helped
to establish the Minneapolis
Future Academic Ballers
program in 2009 through the
Neighborhood Youth Academy, a
nonprofit organization that focuses
on fostering achievement parity for
underserved youth. The program
combines academics and athletics
through unique strategies to
arm student athletes with the
tools needed to succeed beyond
the basketball court. After an
outstanding career at Robbinsdale
Cooper High School in New Hope,
Minnesota, Olson-Patterson went
on to average 22 points per game
at Augsburg from 2003-05 and
was one of the top Division III
players in the country.
Faith (Durham) Perry ’05 says her
most treasured memories from her
Augsburg days are all the girls on
seventh floor in Urness and trips
to the bogs on Saturday mornings
with Bill Capman, associate
professor of biology. She was most
influenced by faculty members
Joan Kunz, associate professor of
chemistry, and Dale Pederson ’70,
associate professor of biology.
Perry received a master’s degree
in agricultural education and
a certificate in sustainable
community development. She
works at General Mills as a
sustainability analyst. She is
married with two boys: Henry, 5,
and Elliot, 3.
Anna (Ferguson) Rendell ’05
is most proud of having her
children, becoming a contributing
author at incourage.me, being a
mainstage speaker at the 2014
ELCA Extravaganza, and writing
her first book titled, “A moment
of Christmas: Daily devotions for
the timestrapped mom.” Her
treasured memories of Augsburg
include being a resident assistant
in Urness Hall her senior year,
late nights with housemates
in Anderson, FCA leadership
38
Augsburg Now
meetings, the Norway band tour,
working in the President’s Office
for several years, and performing
with the dance team at football
games held in the Metrodome.
Faculty members who influenced
Rendell most were Bob Stacke ’71,
professor emeritus of music, who
she said always had faith in her
and believed in her abilities and
gifts, and Mark Tranvik, professor
of religion, who poured himself
into his students, making sure
they were prepared for their real
life vocations.
Anna Warnes ’05 is a nurse
practitioner at Crete Area Medical
Center in Crete, Nebraska. Her
fondest memories from her time at
Augsburg include Advent Vespers,
working in Admissions, and—of
course—her lifelong friendships.
The faculty member who was
most influential to Warnes was
Kathy Swanson, professor of
English. She would like to thank
Bob Cowgill, associate professor
of English, for encouraging her
to be passionate in her work and
life. Warnes and husband, Nathan
Erickson, have two children:
Gustav, 5, and Knut, 2.
2006
Laya Theberge ’06 and
her husband, Shomari
O’Connor, welcomed a daughter,
Nefertiti, in August. She joins sister
Hatshepsut, 4, at home.
2011
The National Institute
of Health recently
published research conducted by
Amanda (Symmes) Mofsen ’11, a
former participant in Augsburg’s
McNair Scholars Program. Mofsen
joined the McNair program in
2010 and conducted research
under the mentorship of Ken
Winters, a psychiatry faculty
member at the University of
Minnesota. Mofsen’s work
examined the association between
Attention-Deficit Hyperactivity
Disorder and nicotine use among
adolescents and young adults.
Tom Wescott ’11 and his wife, Emily
(Nelson) Wescott ’12, recently
moved to Devils Lake, North
Dakota, where Tom was called
to serve Our Savior’s Lutheran
Church. Additionally, Tom and Nate
Luong ’11 wrote an article for Word
and World Theological Journal
titled, “Coaching as a Model for
Pastoral Leadership.”
2014
A research paper by
Augsburg College
Assistant Professor of Biology
Matt Beckman and alumni
Enrico Barrozo ’14 and David
Fowler ’14 has been accepted
for publication in Pharmacology,
Biochemistry and Behavior.
The paper is titled “Exposure
to D2-like Dopamine Receptor
Agonists Inhibits Swimming
in Daphnia Magna.” The
paper captured findings from
the research team’s work
during summer sessions and
academic year terms, which was
supported by Augsburg’s McNair
Scholars Program and Office of
Undergraduate Research and
Graduate Opportunity. This is
the first study that definitively
identified a neurotransmitter
receptor signaling pathway
involved in Daphnia swimming
and will help to establish Daphnia
as a model organism in which to
study movement disorders such
as Parkinson’s Disease. Today,
Barrozo is studying genetics
in a doctoral program at the
University of Florida, and Fowler
works as a medical scribe in the
Twin Cities while applying for
medical school admission.
Nakisha Davis ’14 has accepted
a position with UCare as a
transportation specialist. She
hopes to attend graduate school in
the next few years.
Chad Johnson ’14, a two-time
NCAA Division III national
champion wrestler during his
Augsburg career, placed second in
the 125-kilogram (275.5-pound)
weight class in the freestyle
division at the USA Wrestling 2015
ASICS UWW University Nationals,
held in June at the University of
Akron. Johnson competed for
the Minnesota Storm wrestling
club. As a collegiate wrestler
for the Auggies, Johnson was a
four-time All-American, winning
national titles in 2012 and 2013 at
heavyweight, while finishing third
in 2014 and seventh in 2011.
Johnson completed his first year
as an Augsburg assistant coach
in 2014-15, helping to guide
the Auggies to their record-12th
NCAA Division III team national
championship.
Lauren Windhorst ’14 is working
as a life enrichment assistant at
an assisted living facility in Eagan,
Minnesota.
2015
David Langemo ’15
would like to thank
Frankie Shackelford, professor
emerita of languages and crosscultural studies, for teaching
him to speak Norwegian and
Kevin Healy, former director
of advancement services and
prospect management, for
allowing him to take the class.
Langemo is very proud of this
accomplishment. He works as an
advancement systems specialist
in the Institutional Advancement
office at Augsburg. He and
husband, Drew Schmidt, enjoy
their pets Archie, Mali, Reggie,
Stuart, and Trudy.
GRADUATE
PROGRAMS
Tracy Keizer ’07 MPA is a physician
assistant at an inpatient psychiatric
intensive care unit at Regions
Hospital in St. Paul. She also
teaches Augsburg PA students
as a guest lecturer during their
didactic phase and as a preceptor
during their clinical phases. Having
emerged as a leader in the PA
profession in Minnesota, she has
testified at the State Capitol on a
bill to increase access to outpatient
mental health services. She was
honored with the Presidential
Award given by the Minnesota
Academy of Physician Assistants.
2005
In 1998, Doris Acton ’10 MAN moved
to Minnesota after completing a parish
nurse training program through Concordia
University. As a parish nurse, also known
as a faith community nurse, she works at
the 750-member Normandale Hylands
Methodist Church in Bloomington,
Minnesota. She has been a camp nurse on
mission trips, and her mission work in 2004
took her to Sierra Leone, where she later
helped start a clinic in collaboration with the
Africa Uplifted organization.
Casey Morris ’10 MPA is a board certified
physician assistant in an urgent care
center at Fairview Range Medical Center
in Hibbing, Minnesota. Growing up in Ely,
another city in Minnesota’s Iron Range,
Morris developed a lifelong passion for
the outdoors, particularly wilderness and
remote medicine. She is a wilderness first
responder and is certified by Advanced
Wilderness Life Support. She is excited to
now live closer to her hometown.
Michael Grewe ’12 MSW, Augsburg’s
director of LGBTQIA Support Services
and assistant director of Campus
Activities and Orientation, delivered
a presentation titled, “Supporting
Transgender Communities,” at a
National Association of Social Workers
Minnesota Chapter conference.
System-Northland in Barron, Wisconsin,
as a physician assistant. Homann
previously worked as a nuclear medicine
technologist at Mayo Clinic in Rochester,
Minnesota.
Terrence Keller ’15 MPA joined Lake
Region Healthcare in its urology
department. Keller has a bachelor’s
degree in athletic training and exercise
science from Minnesota State UniversityMoorhead. He previously worked for Lake
Region Healthcare as an athletic trainer
and held athletic trainer positions at
Augsburg College, Twin Cities Orthopedics,
and Sanford Health.
Graduate student editors Ashley
Cardona ’15 MFA; Kevin Matuseski ’16 MFA;
and Amanda Symes ’09, ’16 MFA helped
publish the first book by Augsburg College’s
Howling Bird Press. The press, housed in
Augsburg’s Master of Fine Arts in Creative
Writing program, chose Marci Vogel’s
manuscript, “At the Border of Wilshire
& Nobody,” as the winner of the 2015
Howling Bird Press poetry prize.
AUGGIES
HONORED
Dr. Amit Ghosh ’13 MBA, a Mayo Clinic
physician, submitted a research study
paper for publication with Augsburg
College co-authors and faculty members
Dave Conrad, associate professor of
business, and Marc Isaacson, assistant
professor of business. The paper,
“Employee Motivation Factors: A
Comparative Study of the Perceptions
between Physicians and Physician
Leaders,” was accepted for publication in
the International Journal of Leadership in
Public Services.
Professor Emeritus
of Physics Mark
Engebretson was
honored with a Spirit
of Augsburg Award
at Homecoming,
recognizing his
years as an active
teacher-scholar,
innovative courses, pioneering research
on Earth’s space environment, and
mentorship of nearly 100 undergraduate
research students.
Meghan Peyton ’14 MAL, who served as
interim head coach for the Augsburg
College men’s and women’s cross-country
teams in 2014, has assumed head
coaching duties on a permanent basis.
Peyton has been a part of the Augsburg
cross-country and track and field
coaching staffs since 2010, and she will
continue serving as an assistant coach for
the track and field teams.
Tom Witschen was
recognized with
a Distinguished
Athletic Service
Award at this year’s
Homecoming
for his nearly 20
years serving
as the “Voice of
the Auggies,” broadcasting Augsburg
baseball, basketball, football, hockey, and
volleyball over the air and online.
Karlie Homann ’15 MPA joined the family
medicine team at Mayo Clinic Health
Maureen
(Parker)
Marradino ’05 fondly
remembers participating
in the Augsburg Choir,
attending chapel
services, being a
resident assistant,
singing at a few
Auggies’ weddings,
touring Seattle with the
orchestra, performing at
her voice recital and the recitals of many close friends,
and celebrating graduation day. She would like to thank
the students and professors who walked through all the
tough courses with her. “We did this together, and it was
a pleasure getting to know all of you and building four
years of personal development with you. Your talents,
passions, and spirits filled me and helped me grow as
an individual and ultimately a working professional.
Thank you!” Marradino said. “Auggies: Don’t forget
where you’ve come from. Allow your past experiences
(including your Augsburg degree) to shape your future.
God bless you all.”
2010
Congratulations to Molly (Ehling) Conover ’10
and Ted Conover ’11 on their July wedding.
[L to R]: Hannah Ehling ’15, Becky Ehling, Ted, Molly,
Tim Ehling, and Abbey Ehling ’12.
2015
Taylor
Kuramoto ’15
has been selected to serve
as a Fulbright English
Teaching Assistant in South
Korea for the 2015-16
academic year. Fulbright
receives thousands of
applications each year, and
Kuramoto was selected
by both U.S. and South
Korean committees. In
her time outside of the
classroom, Kuramoto plans to create English talking
circles like those she participated in at the local Jane
Addams School for Democracy as an Augsburg College
Bonner Leader. She also hopes to use her experience as
an Auggie soccer player to connect with students and
peers who also enjoy the sport.
Spring
Fall 2015
2014
2014
39
17
37
In memoriam
Alice M. (Norby) Digre ’40, St.
Paul, age 98, on July 5.
Florence L. (Borstad) Hiepler ’42,
Camarillo, California, age 94,
on August 21.
LaVonne P. (Peterson) Volz ’44,
Blue Earth, Minnesota, age 93,
on August 14.
Clara L. (Gudim) Jacobson ’45,
Fairbury, Nebraska, age 92, on
August 12.
Marvin B. Johnson ’49, North
Branch, Minnesota, age 88, on
June 8.
Maynard H. Kragthorpe ’49,
Quilcene, Washington, age 92,
on April 26.
Donna M. (Tjornhom) Tverberg ’49,
Ottertail, Minnesota, age 88,
on July 20.
George Capetz ’50, Minneapolis,
age 91, on May 30.
Stephen L. Engelstad ’51,
St. Ansgar, Iowa, age 95,
on July 23.
Arden G. Wahlberg ’58, Mounds
View, Minnesota, age 80, on
June 18.
Ann L. (Holmberg) Wilson ’80,
Bronx, New York, age 57, on
August 4.
Daniel W. Pearson ’51,
Minneapolis, age 86, on
August 19.
Kermit L. Kvamme ’60, Fergus
Falls, Minnesota, age 77, on
August 16.
John C. Nichols ’82,
Minneapolis, age 55,
on April 28.
Morris “Moe” M. Johnson ’52,
St. Paul, age 86, on June 2.
Larry F. Torgerson ’60, O’Fallon,
Missouri, age 76, on June 2
Joyce K. Cleland ’86, Livingston,
Montana, age 65, on July 19.
Kenneth A. Kotval ’52, Morgan,
Minnesota, age 85, on August 4.
Russell A. Dudero ’61, Oakdale,
Minnesota, age 77, on
December 24, 2014.
Tammy L. Schmitt ’92,
Minneapolis, age 45, June 2.
Roger M. Nelson ’52, Albert
Lea, Minnesota, age 84, on
May 29.
LaVon F. (Moderow) Belanger ’53,
Elk River, Minnesota, age 84,
on May 22.
Donald J. Bennethum ’53,
Columbia Heights, Minnesota,
age 87, on May 22.
Robert W. Jakobitz ’53, Stewart,
Minnesota, age 83, on August 7.
Donald L. Hoplin ’50, Glenwood,
Minnesota, age 93, on August 4.
Corinne L. (Rethwill) Tiegs ’53,
Ortonville, Minnesota, age 83,
on June 6.
Roger “Bud” K. Leak ’50,
Excelsior, Minnesota, age 88,
on August 1.
Thomas “Tom” I. Benson ’56,
Bella Vista, Arkansas, age 81,
on May 16.
Gordon J. Oberg ’50, Bemidji,
Minnesota, age 89, on June 2.
J. Sherman Boraas ’56, Waconia,
Minnesota, age 86, on May 14.
Marion R. Roe ’50, Plymouth,
Minnesota, age 91, on July 13.
Joanne M. (Luttmann) Gulla ’57,
Portland, Oregon, age 79, on
June 19.
Helen E. (Green) Seline ’50,
Appleton, Wisconsin, age 87,
on August 28.
L. Dwayne Thorson ’50,
Smethport, Pennsylvania, age
91, on May 17.
40
Augsburg Now
Sara “Sally” A. Duhrkopf ’61,
Waterloo, Iowa, age 77, on
June 28.
Jeanette C. (Steiger) Nichols ’61,
Roscoe, Illinois, age 76, on
June 30.
Ronald G. Moritz ’63,
Estherville, Iowa, age 78, on
August 23.
Diane E. (Foshaug) Krogen ’65,
Sherwood Park, Alberta,
Canada, age 73, on May 10.
Lois M. Kalmoe ’70,
Minneapolis, age 85, on
May 30.
Robert “Bob” E. Kanne ’71, Lake
Elmo, Minnesota, age 67, on
October 4, 2014.
Carla M. (Beyer) Viseth ’71,
Fargo, North Dakota, age 64,
on June 9.
John S. Ryden ’57, Hopkins,
Minnesota, age 85, on August 1.
JoAnn (Berg) Bablitch ’73,
Minneapolis, age 65, on
May 25.
Janice Y. (Johnson) Joul ’58,
Jackson, Minnesota, age 79,
on June 29.
Geri (Mills) Bjork ’77, St. Paul,
age 60, on July 17.
Jennine “Jeni” O. (Hugo) Heid ’93,
Elk River, Minnesota, age 49,
on July 5.
Estellene A. (St. John) Zephier ’93,
Wagner, South Dakota, age 56,
on May 21.
Mary L. (Oliva) Asche ’95, Circle
Pines, Minnesota, age 61, on
August 3.
Linda “Lin” J. Faddler ’96,
Oakdale, Minnesota, age 65,
on July 18.
Nicholas “Nick” L. White ’09,
Stillwater, Minnesota, age 33,
on June 8.
Gregory A. Chubb ’10, Hopkins,
Minnesota, age 35, on June 30.
Louis C. Branca ’15 MFA,
Minneapolis, age 81, on
August 30.
Abdulkadir Farah ’16 MAE,
Minneapolis, age 58, on June 4.
The “In memoriam” listings
in this publication include
notifications received before
September 8.
Connie, Michelle ’15, Lauren ’12, and
Lyle Grafelman at Commencement 2015.
One More Reason to
PASS DOWN THE
AUGGIE TRADITION
Discounted Tuition with the Augsburg Legacy Scholarship
The Augsburg Legacy Scholarship recognizes traditional undergraduate students
who are children or spouses of Augsburg graduates, siblings of current Augsburg
students, and children or spouses of current Lutheran pastors. Legacy students
enrolling for the fall 2016 term receive a minimum award of $13,000 per year
upon admission to the College.
augsburg.edu/firstyear/scholarships
2211 Riverside Avenue
Minneapolis, MN 55454
Non-Profit Org.
U.S. Postage
PAID
Twin Cities, MN
Permit No. 2031
An extraordinary welcome for an unprecedented incoming class
Following tradition, the 2015-16 academic year kicked off with an Opening Convocation celebration where the Augsburg College
community greeted incoming students and introduced them to facets of their new Auggie identity. A record 478 first-year, traditional
undergraduate students arrived on campus this fall, and a talk by Associate Professor of Chemistry Joan Kunz highlighted “The five
essential elements of an Augsburg education” with both flair and flare. Kunz is the most recent recipient of the College’s Excellence
in Teaching award.
Show less
BUILDING
INSIDE
Faculty-student research duo
Auggie brews up a business
The changing face of Auggies
Commencement memories
FOR THE
FUTURE
SUMMER 2015 | VOL. 77, NO. 3
AUGSBURG NOW
Vice President of Marketing
and Communication
Rebecca John ’13 MBA
rjohn@augsburg.edu
Director of News an... Show more
BUILDING
INSIDE
Faculty-student research duo
Auggie brews up a business
The changing face of Auggies
Commencement memories
FOR THE
FUTURE
SUMMER 2015 | VOL. 77, NO. 3
AUGSBURG NOW
Vice President of Marketing
and Communication
Rebecca John ’13 MBA
rjohn@augsburg.edu
Director of News and
Media Services
Stephanie Weiss
weisss@augsburg.edu
NOTES FROM PRESIDENT PRIBBENOW
A college that is student ready
The 2014-15 academic year—the 146th in
Augsburg’s history—was a very good year for the
College. National honors for students. Awards
for faculty teaching, research, and advising. The
successful completion of the $50 million campaign
for the Center for Science, Business, and Religion,
and the early preparation work on the construction
site. Important conversations on and off campus
about interfaith living, race relations, demographic
trends, and diversity. Remarkable outreach
programs like the Minnesota Urban Debate League
and Campus Kitchen receiving major support
for their important work. A national wrestling
championship! And so much, much more.
Reflecting on these accomplishments, I am
so grateful for all our faculty and staff do for this
special college and its students.
But I also realize that these achievements
are made possible by an increasingly clear vision
of our future that says we will be “a new kind of
student-centered urban university, small to our
students and big for the world.” And the fruit of
our labors is made possible by our common efforts
to live into this vision and our shared commitment
to an Augsburg education that equips our students
for lives of meaning, purpose, and significance
in and for the world. That is what truly excites
me about Augsburg’s future—a persuasive vision
that proclaims our desire to be a college that is
student-ready!
What do I mean by student-ready? I mean that
we are turning 21st century higher education on
its head by not focusing on whether students are
“college-ready.” You’ve probably read and heard
that phrase many times. Demanding that students
are college-ready allows lots of smart people to
claim that the responsibility belongs elsewhere
when it comes to ensuring that students show up
on our campuses prepared by someone else for
what we think a higher education should look like.
If students aren’t able to read or speak English
as well as we would like, if their math skills are
lacking, if they don’t participate in class like we
once did, if they demand more of us because of
difficult personal circumstances or diverse learning
and leading styles, then they are not ready for
college. In other words, if they don’t learn and
behave like us, they are not college-ready.
So here comes Augsburg offering a different—
even countercultural—vision of what higher
education is all about today. And it is a vision
grounded in our faith and academic heritage. It is
a vision that claims we are called to be ready for
students with the diverse gifts and experiences they
bring to our campus, gifts and experiences that
demand changes in how we engage them, teach
them, and learn from them. It doesn’t mean that
we lower our standards—that is the too-easy retort
to our vision. It means that we define and claim
even higher standards of academic excellence
and achievement, of teaching and learning, of
civic engagement and community life—standards
shaped not by measures imposed from without, but
by a collaborative and democratic measure borne
of our shared experience and engagement.
And, come to find out, when you take the path
of being student-ready, when you quit measuring
by someone else’s standards, you begin to witness
to a way of being in the world as educated people
that others want to embrace. And students and
faculty win major recognition, your campaigns are
successful, and you are positioned to lead in the
21st century.
Wow, that is exciting and inspiring. I give
thanks every day for a community that embraces
this vision of a college that is student-ready and
student-centered. A college that is faithful and
relevant. Our college—Augsburg College!
PAUL C. PRIBBENOW, PRESIDENT
Director of Marketing
Communication
Stephen Jendraszak
jendra@augsburg.edu
Communication Copywriter
and Editorial Coordinator
Laura Swanson ’15 MBA
swansonl@augsburg.edu
Creative Associate
Denielle Johnson ’11
johnsod@augsburg.edu
Marketing Copywriter
Christina Haller
haller@augsburg.edu
Production Manager/Now Online
Mark Chamberlain
chamberm@augsburg.edu
Photographer
Stephen Geffre
geffre@augsburg.edu
Advancement Communication
Specialist
Jen Lowman Day
dayj@augsburg.edu
augsburg.edu
Augsburg Now is published by
Augsburg College
2211 Riverside Ave.
Minneapolis, MN 55454
now@augsburg.edu
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
langemo@augsburg.edu
summer 2015
AUGSBURG NOW
Features
02
08
11
18
22
Ahead of the curve
BY REBECCA JOHN ’13 MBA
Commencement memories
BY LAURA SWANSON ’15 MBA
Making their mark
BY STEPHANIE WEISS
Departments
inside
front
cover
Notes from President Pribbenow
02 Around the Quad
08 Celebrating student success
14
18
14 Auggie voices
20 It takes an Auggie
26 My Auggie experience
28 Alumni news
34 Alumni class notes
38 In memoriam
22
26
On the cover
A photo illustration depicts what the future Center for Science, Business, and Religion
will look like from Urness Tower; see pages 20-21. Photo illustration by Mark Chamberlain.
All photos by Stephen Geffre unless otherwise indicated.
Correction: In the Spring 2015 issue
of Augsburg Now, the names of donors
Richard Bonlender ’78 and Mary Ahern
were listed incorrectly in the article
“Torstenson legacy lives on through gifts,”
which described an initiative to name a
gathering space for Faculty Emeritus of
Sociology Joel Torstenson in the new Center
for Science, Business, and Religion.
AROUND THE QUAD
PUTTING MINNEAPOLIS
IN THE SPOTLIGHT
This spring, hundreds of prospective Augsburg College students and their
families visited campus as part of “Destination: Augsburg,” an event
designed to offer a glimpse into on-campus life. The event also included
guided excursions to well-known attractions in the heart of Minneapolis
including Target Field, Nicollet Mall, and the State Theatre [above].
MINNESOTA URBAN
DEBATE LEAGUE
adds first-ever Somali Debate Initiative
The Minnesota Urban Debate League—a program of Augsburg College—sponsored
the first debate in the state among Somali youth. The Somali Debate Initiative serves
middle- and high-school students from Minneapolis and St. Paul. A community forum
featuring U.S. Rep. Keith Ellison followed the debate. MNUDL also hosted four Spanish
tournaments throughout the Twin Cities, which helps make debate more accessible to
Spanish-speaking communities.
In May, MNUDL hosted its third Mayor’s Challenge fundraiser. St. Paul Mayor
Chris Coleman; Donald Lewis, co-founder and shareholder of Nilan Johnson Lewis in
Minneapolis; and Barb Schmitt, senior director at Microsoft, served as judges. The
event raised $18,500 plus $3,000 in matching grants from the Pohlad Foundation.
2
Augsburg Now
Keynote speaker and debate judge Ilhan Omar
encourages Somali Debate Initiative guests to
pursue college degrees.
AROUND THE QUAD
A TEACHER’S INFLUENCE
NEVER ENDS
Each year, the Augsburg College faculty
recognizes select colleagues with Distinguished
Contributions to Teaching and Learning
awards—acknowledging those who have
demonstrated outstanding support for students
through teaching, advising, and mentoring.
EXCELLENCE IN TEACHING
Joan Kunz, professor of chemistry
Soup for You! Café Chef Judah Nataf seasons one of his signature recipes.
SOUP FOR THE HEART
and soul of Augsburg’s neighbors
Alumnus launches community meal program
Kunz is recognized for her commitment to
Augsburg’s students, embodying the College’s
mission to educate students to be informed
citizens, thoughtful stewards, critical thinkers,
and responsible leaders. Since 1987, Kunz has
worked toward creating and sustaining a vibrant
learning community in the sciences.
EXCELLENCE IN ADVISING AND MENTORING
oto
Courtesy Ph
Susan O’Connor and Donna Patterson, assistant
Five days a week, Minneapolis community members convene at Bethany
professors of education
Lutheran Church to dine on gourmet fare prepared as part of the Soup
for You! Café—a program the Star Tribune
O’Connor and Patterson are recognized
recognized for its ability to redefine
for their work to incorporate Public
“Our model is mutuality, and
community outreach.
Achievement into the special education
what better way is there to
Augsburg College alumnus, Chaplain
teacher training program in the College’s
show mutuality than to gather Department of Education. The Public
to Student Athletes, and Linebacker Coach
the Rev. Mike Matson ’06 is the pastor at
at the same table together?”
Achievement model changes lives for
Bethany Lutheran and the driver behind this
students in special education by giving
—The Rev. Mike Matson ’06
community meal. Supported by volunteers
Star Tribune, April 5
them a voice to act as citizens in a
and one talented chef, Soup for You! Café is
democratic society.
a chance for people of all backgrounds to come together in an environment
that focuses on dignity. In the Star Tribune article “Church program
offers hot soup, warm welcome,” Matson underscored that the program is
designed to bring together people from the many faiths
and cultures of the Seward neighborhood.
Augsburg College students, faculty, and staff find varied—and
valuable—ways to lend their time and talents to support the Soup
for You! Café. Auggie Jens Pinther ’15 contributed an article about
the program to the June edition of The Lutheran magazine. The
story, available at thelutheran.org, included photos by Augsburg
photographer Stephen Geffre.
The 2015 Distinguished Contributions recipients [L to R]:
Donna Patterson, Susan O’Connor, and Joan Kunz.
Summer 2015
3
(RE)NAME THE MAGAZINE?
From Augsburg’s
CAMPUS KITCHEN
to the community table
Unique program expands its reach
The Campus Kitchen program at Augsburg College works
to make healthy food accessible to all people living in and
near the Cedar-Riverside neighborhood in Minneapolis. The
program also provides opportunities for service learning,
leadership development, and genuine engagement between
the College and the community.
Based in the Sabo Center for Democracy and Citizenship,
Campus Kitchen is a student-driven organization that
addresses hunger locally and globally. Corporate partners
support Campus Kitchen’s efforts, providing a solid
foundation for Auggies’ stellar work.
2014-15 academic year highlights:
7
Augsburg student leaders took home a “Going Beyond The
Meal” award from the 2015 Food Waste and Hunger Summit
in Athens, Georgia. The honor recognized Campus Kitchen’s
exceptional education and outreach efforts.
34
13,036
What do you think?
Last summer, Augsburg College participated in a national
higher education magazine survey developed by the Council for
Advancement and Support of Education. This survey allowed
more than 600 people to share feedback on the ways Augsburg’s
magazine helps them stay connected with the College.
Based on the survey results, we worked to develop a clearer
picture of the roles the magazine plays and found that the
Augsburg College magazine serves to:
• Foster inspiration and pride.
• Provide intellectual stimulation and ongoing education.
• Bridge the Augsburg of today with people’s past experiences.
• Define and illustrate what it means to be an “Auggie.”
• Help the Augsburg community learn how to talk about itself
and equip individuals to advocate for the College.
Given the importance of these commitments, there was a desire to
have the magazine name align with and support the publication’s
purpose. After an exploration of dozens of name options, Augsburg
Spirit and Augsburg Experience stood out. It also was evident that
the name Augsburg Now remains appropriate.
To determine which of these three names is best, you’re invited
to share your opinion on the name of the magazine by voting online
for Augsburg Now, Augsburg Experience, or Augsburg Spirit.
Go to augsburg.edu/now to share your input
to help guide our naming decision.
student volunteers engaged in Campus
Kitchen activities per month on average.
pounds of unserved, edible food were recovered from
A’viands campus dining and the Mill City Farmers Market
and thereby diverted from the waste stream.
11,210
total meals prepared using recovered, gleaned, and
homemade food served to youths, adults, and seniors in need
in the Cedar-Riverside, Seward, and Phillips neighborhoods.
KEY CORPORATE PARTNERS’
YEARS OF GRANT SUPPORT
LAND O’LAKES
TARGET
A’VIANDS
GENERAL MILLS
AMERIPRISE FINANCIAL
=1 year
Plus, a new grant from The Campus Kitchens Project and AARP has
enabled Augsburg’s Campus Kitchen program to provide a weekly
lunch for more than a dozen additional seniors living near campus.
augsburg.edu/campuskitchen
KNOW?
DID YOU
General Mills has invested more than $125,000 in
the Augsburg College Campus Kitchen program.
Renovations are underway on a number of spaces
on the Augsburg campus in Minneapolis, including
the Sateren Auditorium in the Anderson Music Hall.
The space will return to service this fall.
ACCLAIMED ARTIST CREATES
painting for Hoversten Chapel
This spring, Augsburg’s Campus Ministry welcomed the Rev. Paul
Oman—a professional watercolorist whose artistic work draws
inspiration from his experiences, travels, and Lutheran faith—to
take part in a three-day worship event on campus. Oman created
a large-scale painting of Jesus during Daily Chapel services as
on-campus worshipers took part in music, prayer, spoken word,
and Scripture.
Oman’s visual ministry, known as “Drawn to the Word,”
offered the Augsburg community the opportunity to engage
in conversation and reflection on race, radical hospitality,
reformation, faith, and the Lutheran tradition that continues to
shape the College’s identity. The painting is on display in the
Hoversten Chapel in Foss Center.
The Rev. Paul Oman paints “Jesus Withdraws to Pray” during Daily Chapel time.
Summer 2015
5
Photo by Mark Chamberlain
AROUND THE QUAD
AROUND THE QUAD
While traveling to or from campus, some Auggies have near-perfect views of the construction underway on the new Minnesota
Vikings football stadium. This vantage point is near the intersection of Cedar and Riverside avenues in Minneapolis.
ON THE SPOT
Kristin Anderson
In the discipline of art history it’s common to discuss the visual
representation of saints and sinners, kings and queens, and maybe even
a Viking or two. At Augsburg College, Kristin Anderson teaches courses on
the history of art and architecture, and she’s prepared to talk about works
ranging from the Mona Lisa to the Metrodome—may it rest in peace.
Anderson’s current writing and research are focused on sports
architecture, and she is co-authoring a book on the history of athletic
facilities in the Twin Cities. As the St. Paul Saints baseball club settles into
its new CHS Field in Lowertown and the Minnesota Vikings football team
awaits the completion of a new stadium in Augsburg’s own backyard, here
is Anderson’s take on the region’s shifting sports scene.
6
Augsburg Now
Q:
During the past decade new sports
venues including TCF Bank Stadium,
Target Field, and CHS Field have opened
their doors in Minneapolis and St. Paul.
What factors have spurred so much
change in such a brief period of time?
A:
Quite simply, we have moved out
of an era of multipurpose stadiums.
They were popular in the 1960s and
1970s, and we got one of the last ones—
the Hubert H. Humphrey Metrodome—
in 1982. Sport-specific facilities like
baseball parks and football stadiums have
become the standard, and that drives
all kinds of new construction. And, of
course, when one team gets a new space,
everyone else gets in line. ...
MAKING SPACE
FOR A
AROUND THE QUAD
NEW ACADEMIC BUILDING
On May 1, the campaign for the Center for Science,
Business, and Religion surpassed its $50 million
fundraising goal. To make room for the construction of
this new academic building, the College razed two existing
houses on campus. One of the structures was occupied
by the Admissions Office from 1970-2003 before
that department moved to a more student-accessible
location in Christensen Center. The house also was home for a time to the Center
for Counseling and Health Promotion (now called the Center for Wellness and
Counseling), which has relocated to the first floor of Anderson Residence Hall. A
second house, formerly called Delta House, was first used for student housing. It
was later home to various Admissions staff, then the Sabo Center for Democracy
and Citizenship, which has moved to the Oren Gateway Center. Before these two
buildings were removed, an event was held to honor the work and experiences
of staff and residents who once occupied the spaces. There were 30 people in
attendance, some even traveling from as far as North Dakota and New York.
A house on 21st Avenue South is razed.
Former and current staff members reminisce over a collage
of names written within one of Augsburg’s former houses.
Learn more about the next steps for the CSBR on page 20.
Q:
Q:
Q:
A:
A:
A:
Today’s sports venues offer
amenities that extend far beyond
a wooden bleacher seat and a bag of
popcorn sold at the concession stand.
What does this mean for stadium
architecture and game attendees?
Every new sports facility offers more
than its predecessor, and fans seem
to expect this improvement. The rising
expectations are not new: fan amenities
have been part of the discussion since
the 1860s. Like us, people from that
time period talked about food selection,
legroom, and comfort at the games.
Attending to the fan experience can add
cost to a project, but it is an investment
worth making. Just think about the
many amazing differences between the
Metrodome experience and the Target
Field experience.
What effect does an indoor stadium
(like the new Vikings stadium) versus
an outdoor stadium (like TCF) have on
attendance, especially in Minnesota’s
climate?
We have an amazing range of weather,
from glorious to horrible—and we
don’t always agree on which is which.
This raises the stakes on decisions about
stadium design. Rather than choosing
“indoor” or “outdoor,” many contemporary
facilities combine aspects of each. The new
Vikings stadium will have a glass roof and
enormous windows, bridging the indoors
and outdoors in space, light, air, and views.
Target Field is an outdoor ballpark, but it is
designed with sheltered areas, heat lamps,
and other climate-mitigating features.
Baseball is said to be America’s
pastime. How does new stadium
architecture show that the sport can remain
relevant—and sustainable—into the future?
While most contemporary ballparks pay
homage to the history and tradition of
baseball, they also employ an amazing array
of cutting-edge technologies. One of the
most exciting recent developments is the
emphasis on environmental sustainability.
Target Field has two LEED Silver
certifications, and other sports facilities like
the Xcel Energy Center and CHS Field have
also engaged in significant sustainability
efforts, including rainwater recycling
systems and sophisticated trash-sorting and
recycling programs.
Kristin Anderson is a professor of art
history and the Augsburg College archivist.
Summer 2015
7
CELEBRATING STUDENT SUCCESS
$7,500 GOLDWATER
SCHOLARSHIP WINNERS
Fikre Beyene ’16 and Lyle Nyberg ’16
15 STEM researchers
80+
off-campus
Auggies presented at Zyzzogeton
Research Festival on campus
Taylor Kuramoto ’15
FULBRIGHT TEACHING
ASSISTANT in South Korea
3
ROSSING PHYSICS
SCHOLARS
One of 104 to present at
Fikre Beyene ’16, Andris Bibelnieks ’16*,
and Cain Valtierrez ’16
*Also Goldwater Honorable Mention
NATIONAL SCIENCE
FOUNDATION GRADUATE
RESEARCH FELLOWSHIP
Honorable Mention, Alex Sorum ’13
2015 WINCHELL
UNDERGRADUATE
RESEARCH SYMPOSIUM
Aisha Mohamed ’16
Awale Osman ’15
2
2015 NEWMAN
CIVIC FELLOW
KEMPER SCHOLARS
Mitchell Ross ’18 and Rebecca Schroeder ’18
BENJAMIN A. GILMAN
INTERNATIONAL SCHOLARSHIP
David Gersten ’16 and Amal Warsame ’16
8
Augsburg Now
EDDIE PHILLIPS SCHOLARSHIP
FOR AFRICAN-AMERICAN MEN
Malick Ceesay ’17
For more information about
these awards and recipients,
go to augsburg.edu/now.
Summer 2015
9
12
HONORING
retiring faculty
“
I love the accessibility Augsburg students have to faculty and staff,
especially when we meet students in passing in the quad or elsewhere
when conversations become more candid, genuine, and authentic.”
— Gregory Krueger, Assistant Professor of Education
PAULINE ABRAHAM
Assistant Professor and Director of BSN
Program, Nursing, Rochester
Joined the College — 2005
KATHRYN SCHWALBE
Faculty Emerita
Professor of Business Administration
Joined the College — 1991
FRANKIE SHACKELFORD
Faculty Emerita, Professor of Languages
and Cross-Cultural Studies
Joined the College — 1990
MARTHA JOHNSON
Faculty Emerita
Professor of Theater Arts
Joined the College — 1997
BEVERLY STRATTON
Faculty Emerita
Professor of Religion
Joined the College — 1986
AMIN KADER
Associate Professor of Business
Administration
Joined the College — 1974
ELIZABETH ANKENY
Faculty Emerita
Associate Professor of Education
Joined the College — 2008
GREGORY KRUEGER
Assistant Professor of Education
Joined the College — 2000
STEVEN LAFAVE
GRACE DYRUD
Faculty Emerita
Professor of Psychology
Joined the College — 1962
Faculty Emeritus
Professor of Business Administration
Joined the College — 1991
DAVID VENNE
Assistant Professor of Physics
Joined the College — 1990
STEVEN NERHEIM
Medical Director Instructor of Physician
Assistant Studies Program
Joined the College — 2005
10
Augsburg Now
To read about what these faculty members
love about Augsburg and teaching, go to
augsburg.edu/now.
AHEAD
of the
curve
Augsburg leads in shaping higher education for
Minnesota’s increasingly diverse population
BY REBECCA JOHN ’13 MBA
F
or more than five years, Augsburg College has undertaken
“Employers are going to have a much greater interest
important efforts to intentionally diversify the traditional
in bringing populations who previously may have been
undergraduate student profile. This work is not only a
marginalized into productive work,” Brower said. “We don’t
prudent move in terms of growing enrollment, but it is also
have the capacity, going forward, to leave anyone behind.”
proving to be an important factor in sustaining the region’s
For Augsburg, this demographic reality is significant
economic health.
because about 25 percent of college-bound Minnesota high
This spring, more than 200 Augsburg College faculty
school graduates express interest in Augsburg by applying,
and staff met with Minnesota State
inquiring, or visiting campus. In order
Demographer Susan Brower to
to successfully enroll and retain these
“We don’t have the
discuss the “shape and scale” of the
students, Augsburg needs to be intentional
capacity,
going
forward,
demographic trends in the state that
about meeting the educational needs of
will influence its vitality in the coming
this diversifying population.
to leave anyone behind.”
decades. Two significant trends detailed
Augsburg already has an important
—Susan Brower
by Brower were the increasing diversity
advantage in this area because, with
Minnesota State Demographer
and aging of the state’s population –
nearly 33 percent students of color in
trends that heighten the importance of
the traditional undergraduate program,
education now and into the future.
the College is one of the most diverse higher education
Education will grow in importance because the relative
institutions in the state. This is attractive to students of both
size of our workforce affects economic production and the
minority and majority populations because it offers them the
strength of our region. As older adults retire in the next 20
opportunity to learn and work with many different types of
years and the workforce shrinks in proportion to the overall
people, which is increasingly important given that the pace of
population, Minnesota will need the skills and talents of the
demographic change will accelerate dramatically in the next
entire working-age population.
15 years.
Summer 2015
11
1
Demographic Trend #1: Growing diversity.
If you went to college or lived in the Twin Cities before
the 1990s, your experience with the diversity of the area’s
population was different from today’s scenario.
3,500,000
3,000,000
2,500,000
Total Twin Cities population
2,000,000
The Twin Cities experienced accelerated growth
among populations of color from 1990 to 2010.
During that time, people of color represented more
than 80 percent of the overall population growth.
1,500,000
Before 1980, fewer than 6 percent of the
Twin Cities population were people of color,
numbering only 25,000 to 115,000 people in
the total population of 1.5 million to 2 million.
1,000,000
500,000
10%
5%
2
15%
0
1960
1970
1980
1990
2000
What’s driving the growth in diversity?
• Younger populations are more diverse.
Approximately 25 percent of Minnesota residents
younger than age 35 are people of color, whereas
populations older than 65 years are predominantly
white. So, as the entire population ages, overall
diversity grows. **Sources: 2, 3
2
• The number of foreign-born residents in
Minnesota is growing. Minnesota, today, is home to
nearly 400,000 foreign-born residents—a level not
seen since the 1930s. By contrast, from 1960 through
the 1990s, just more than 100,000 foreign-born
people lived in the state. **Source: 4
Demographic Trend #2: Our aging population.
• Minnesota’s foreign-born population is
increasingly diverse. In 1950, 80 percent of the
foreign-born population in Minnesota was from
Europe. Today, most foreign-born residents are from
Mexico, Somalia, India, and Laos. **Source: 4
335
Minnesota—and other regions of the United States—are
experiencing an unprecedented aging of our populations.
285
How dramatic is the change?
Change in Minnesota population
age 65+ (in thousands)
Minnesota will add more than 620,000 older adults (age
65+) between 2010 and 2030. By contrast, during the
60 years from 1950 to 2010, the population of older
adults grew by just 416,000. **Source: 1
12
85
55
1950s
Augsburg Now
1960s
71
1970s
97
91
67
1980s
47
1990s
2000s
2010s
2020s
2030s
66
56
2040s
2050s
A commitment to diversity and inclusion
Today, the Twin Cities population is estimated at
3 million residents, with nearly 800,000—about
26 percent—people of color. This number is
expected to reach 30 percent in the next 10 years.*
30%
25%
20%
2010
2020
2030
*Other areas of the United States are experiencing similar diversity growth.
The U.S. population in 2010 was 36 percent people of color. **Sources: 2, 3
The size of the labor force is expected to stagnate in the coming
decades while the 65+ population will double. As a result, the
ratio of adults ages 18 to 64 relative to adults 65 and older will
go from nearly 5 to 1 in 2010 to less than 2.5 to 1 in the next 25
years. That means there will be fewer working-age people in
the population as a whole. That’s an important consideration
because payroll taxes are critical for funding programs like Social
Security and Medicare that the growing population of retired and
elderly adults will increasingly draw upon. **Sources: 2, 3
To learn more about the range of programs Augsburg offers
to support diversity and inclusion, go to augsburg.edu/now.
2010
2040
One million adults age 65+
In 2015, Augsburg graduated its most diverse traditional
undergraduate class in history, with more than 30 percent
of graduates from underrepresented populations. In fact,
every incoming first-year class since 2009 has included 30
to 40 percent students of color.
Augsburg also has identified faculty and staff diversity
as a priority initiative in its Augsburg2019 strategic plan.
As a first step, the College highlighted its commitment to
intercultural competence, diversity, and inclusion in all job
postings this past spring. An early result is that six of the
College’s 10 new tenure-track faculty are from non-majority
populations.
Augsburg also has named Joanne Reeck, director
of Campus Activities and Orientation, as chief diversity
officer. Reeck launched an intercultural competence
program that involved more than 100 members of the
campus community this spring and will expand to include a
certificate program in the fall. These programs complement
the diversity and inclusion workshops offered each May by
the College’s Center for Teaching and Learning.
Augsburg’s work in intentional diversity has garnered
attention from corporations and community organizations
alike. For example, Wells Fargo recently donated $100,000
to Augsburg’s Center for Science, Business, and Religion
specifically because of Augsburg’s proven work in educating
underrepresented populations. Augsburg also recognizes
that diversity extends well beyond ethnicity and provides
award-winning programs for students who represent a
diversity of ages, national origins, faith traditions, gender
identities, and learning and physical differences.
“Of course, there is still much more we need to
do,” Reeck said. “But we are committed to diversity
and inclusion because it creates a richer educational
environment and prepares our students to lead, innovate,
and serve in a diverse and globally connected world.”
This work not only supports future graduates’ individual
success, it creates a diverse and well-educated generation
that’s critical to our collective future prosperity.
One million adults age 18-64
**Sources: 1. Minnesota State Demographic Center and U.S. Census
Bureau. 2. Minnesota State Demographic Center and U.S. Census
Bureau, Decennial Census and Population. 3. Estimates as presented
by Minnesota Compass, mncompass.org. 4. IPUMS version of U.S.
Census Bureau’s 2010-2012 American Community Survey. Tabulated
by the Minnesota State Demographic Center.
Summer 2015
13
Auggie Matt McGinn ’13
finds innovative ways to
serve an old favorite
BY CHRISTINA HALLER
Matt McGinn ’13 has accomplished more
in his 27 years than most. He overcame
alcohol dependence to graduate from
Augsburg College and its StepUP ® program
and then went on to become a successful
entrepreneur in the coffee industry.
And when it comes to coffee, he does
it all.
McGinn roasts his own beans. He uses
recovery working to earn his bachelor’s
degree in social work.
“Augsburg helped me to become a
leader,” McGinn said. “I showed people
you can go from not being capable of
holding a job and passing out in class,
to working two internships, being a
resident assistant, and succeeding in
five classes.”
Though he later decided not to pursue
a career in social work, he practices skills
gained while at Augsburg to help himself
succeed every day—including business savvy,
budgeting, dedication, confidence, detail
orientation, leadership, and follow-through.
them to cold brew coffee. He bottles it.
Tapping an underserved market
Distributes it. And, he co-owns and runs a
McGinn has been working in the
coffee industry since he was a barista in
high school. Once he got to Augsburg,
he climbed his way up to manager at a
struggling coffee shop and was able to revive
it by crafting new drink recipes, learning a
range of brewing techniques, improving food
and drink menus, training staff, and creating
more efficient labor schedules.
coffee shop where he serves his cold brewed
coffee on tap—an innovation that very few
shops offer, especially in the Twin Cities.
A transfer student from the University
of Massachusetts, McGinn applied to
Augsburg and StepUP early on in his
sobriety. He went from drinking hard liquor
every day for six years, to a student in
14
Augsburg Now
“People were complimenting my work,
and the owner gave me free reign to do
what I wanted,” McGinn said. “I thought—
I’m really good at this. What are my ideas?
What do I want to do? Well, I make really
good cold brew. People love my cold brew.
And I was like, ‘Why am I not doing this for
myself?’”
So he did.
McGinn now co-owns and runs artisan
coffee shop Quixotic Coffee in St. Paul.
His branded coffee, Blackeye Roasting
Co., comes in three varieties on tap—a
signature blend called “Blackeye Brew;”
a nitro blend called “Left Hook;” and
currently under production, a nitro
Guinness, which is similar in texture and
flavor to a creamy stout.
Currently, you can find Blackeye Brew
bottled and sold at select local retailers, but
soon it’ll be distributed nationally. Blackeye
Brew coffee is also kegged and served in
many area restaurants, on college campuses,
and even in Twin Cities workplaces.
AUGGIE VOICES
Summer 2015
15
AUGGIE VOICES
Watch McGinn discover
his passion for coffee at
augsburg.edu/now.
16
Augsburg Now
Wake up and smell the coffee.
Q: You serve a nitro blend at Quixotic. What is that?
A: Nitro cold brew is coffee infused with pure nitrogen. It’s stored in a keg
and served on draft for a cascading, foamy, and velvety ice-cold drink.
Q: What’s the difference between iced coffee and cold brewed?
A: Iced coffee is just hot coffee that’s been brewed with twice as much
ground coffee, then poured over ice. Cold brewed coffee is ground coffee
that’s been steeped in cold water overnight.
Q: So does cold brew have a different taste?
A: Yes. When you brew coffee hot you get a lot of acidity due to the chemical
reaction. When you brew it cold, you don’t get the acidity. In fact, there’s
67-93 percent less acidity in cold brewed coffee—and two times the caffeine.
Q: So you roast your own beans. Is the origin of coffee beans important?
A: Absolutely. Most of our coffee beans are from Africa and Central America.
The coffees we select from Africa are bright and floral and have more
character. The coffees we get from Central America have chocolaty notes.
We blend the two for a perfect balance, so they’re not too tangy or fruity.
StepUP® at a glance
StepUP at Augsburg College is a
residential collegiate recovery program
focusing on helping students sustain
their recovery, achieve academic
success, and thrive in a community of
accountability and support.
• More than 700 students
served since 1997
• 93 percent average
abstinence rate
• 100 students served annually
• 3.2 average GPA
Learn more at
augsburg.edu/stepup
Summer 2015
17
Augsburg College held back-to-back Commencement ceremonies
May 2-3. The College welcomed nearly 4,000 people to campus who celebrated the
achievements of the Class of 2015, gathered as family and friends, and participated
in Augsburg’s unique approach to the centuries-old tradition of graduation.
COMMENCEMENT
MEMORIES
BY LAURA SWANSON ’15 MBA
A
s one of life’s “big days” alongside events like
a wedding or the birth of a child, it’s
common for a commencement to be a
memorable experience that people can recall for
years—and even decades—afterward. Yet, of the
thousands of attendees at this year’s ceremonies,
it is unlikely that any two people will retain
exactly the same event details in the same way.
Why is that? Naturally, it’s due to the fact
that each person’s process of making and
recalling memories is complex. Augsburg College
professor and cognitive psychologist Bridget
Robinson-Riegler helped illuminate how and why
people remember the standout days in their lives
in accurate—and inaccurate—ways.
Bridget Robinson-Riegler
Augsburg professor and
cognitive psychologist
What makes a commencement day memorable?
Uniqueness.
Emotion.
Cognitive psychologists have found
that the most distinctive life events also
are the most likely to be remembered.
For many people, participating in a
commencement ceremony is the type
of occasion that only happens a few
times over the course of their lives, such
as when they complete high school,
college, a graduate program, or attend
a graduation event for a child or loved
one. The event as a whole is unique and
so are particular elements of the day.
For instance, contemporary Augsburg
graduates process to the commencement
ceremonies by walking down 7 ½ Street,
which is lined with faculty members
applauding the graduates’ achievements.
This type of event is so unique that the
experience likely will form a memory
that persists over time, according to
Robinson-Riegler.
Just as distinctive events are more
likely to be remembered, occasions that
are laden with emotion also make their
mark. The two parts of the brain that serve
in memory-making include the amygdala,
which is responsible for the emotion of
a memory, and the hippocampus, which
is responsible for creating the coherent
story of a memory. People are likely to
remember many of the feelings they
experienced on a commencement day
because it’s a time of high emotion and
maybe even some stress.
While graduation is not stressful
in a traumatic sense, there’s a lot of
excitement associated with the event,
which accentuates the activation of the
amygdala. Then, because the amygdala
is functioning at a relatively high level, a
person remembers much of the emotion
of a commencement.
18
Augsburg Now
“Ten or 20 years into the future, you
remember some of the day’s details—
some of the big things about it—but
it may be easier to remember how you
felt,” Robinson-Riegler said.
Timing.
When an event occurs also affects a
person’s ability to remember it. For many
traditional undergraduates, graduation
falls at a time in life known as the
“reminiscence bump,” the period that
spans approximately from age 10 to age
30 when things are most remembered.
“As we age, things become more
routine, so what stands out are things
that are distinctive in your life,”
Robinson-Riegler said. “The things that
you talked about, that you spent a lot of
time rehearsing or explaining—the events
like graduations and weddings—those are
things that are better remembered.”
What affects the
accuracy of memory?
Despite the memorability of unique
and emotional moments, the accuracy of
our memories is not always reliable. One
of the reasons memories change over
time is that people come into contact
with new situations that shape their
recollection of the past.
“None of us really should trust our
memories as much as most of us do; the
gist of our memories is often accurate, but
the details of exactly what happened are
often inaccurate,” Robinson-Riegler said.
Graduation is an interesting event
to recall because there’s not a lot of
“cross-contamination” of memory
from the event happening repeatedly,
but there are disturbances in memory
caused by outside influences.
For instance, people have what’s
known as “schematic knowledge” about
what graduations entail. Due to popular
culture, a person who has never attended
a graduation may be able to explain
what happens at the celebration because
the event typically follows a formulaic
structure that includes listening to
speeches, watching graduates walk
across a stage, and so on. In addition,
people’s memories about past events can
become skewed by the individuals they
interact with later and the discussions
that follow. Graduations might spur
conversations with friends and family
that help a person “fill in the gaps”
where their own memories have faded,
according to Robinson-Riegler.
“Think about how easy it would
be for someone to infuse a memory
from what someone else said about
graduation, and suddenly it becomes
your memory so you have no idea what
the reality is,” she said.
In addition to pulling outside
comments into your memory pool,
commencement recollections can be
influenced by the photos and other
artifacts from the day that a person
comes across later.
“If you see pictures of the
graduation ceremony, those things
get into your head, so to speak, as
you reconstruct your memory based
on several different components,”
Robinson-Riegler said.
Ultimately, when Auggies of all ages
think back on their commencement
experiences, those memories are shaped
by myriad factors, but it’s the outcome
of the education that persists over
time and can be counted upon for the
remainder of their lives.
And, while college memories may
fade and change over time, they still
serve several purposes—one of the best
being to make us smile.
Summer 2015
19
Augsburg College hits $50 million campaign goal
for new, signature academic building
Augsburg College has successfully surpassed the $50 million
mark in its capital campaign for a unique, interdisciplinary
academic building that brings together science, business, and
religion. The campaign—the largest in the College’s history—
met its goal a year in advance of the original schedule.
With the campaign fundraising milestone achieved,
the Augsburg College Board of Regents approved
moving forward with the next stage of architectural
and construction design for what will be the College’s
state-of-the-art, signature academic building. Once that
design work is completed, the Board will set a timeline for
groundbreaking and construction.
The College already has begun the planning and
preparation necessary to make the new building a reality.
Examples of this collaborative effort include the following:
•
A Board-designated project leadership team is selecting
an architect who will work with the College to verify that
the building meets the needs of academic programs in
order to create detailed interior and exterior drawings.
•
Augsburg readied the future site of the building by
razing two existing houses on 21st Avenue South.
(See page 7.)
•
Faculty members are using grant funds to design new,
interdisciplinary courses and to revise existing classes
to better integrate the science, business, and religion
subject areas.
Anderson
Residence Hall
Urness Tower
Luther Hall
N
Mortensen Hall
Old Main
Christensen Center
Sverdrup Hall
Memorial Hall
Lindell Library
20
Augsburg Now
Find campaign news and building
updates at augsburg.edu/CSBR.
IT TAKES AN AUGGIE
Graphics by
Mark Chamberlain
Summer 2015
21
“Individuals matter in stopping the spread of disease
because disease has no boundaries ... I have made
it a personal goal to advocate for the development
of generic medications for infectious diseases that
unfairly affect the developing world.”
—Anika Clark ’14
22
Augsburg Now
Unique research experience draws
faculty-student duo to East Africa
and Capitol Hill
BY STEPHANIE WEISS
ho gets pooped on by chimpanzees, zig-zags through a
mountainous forest to elude elephants, and has been
recognized by members of the U.S. Congress for her
impressive research?
The first undergraduate student from the United States ever invited
to study the world’s largest known community of chimpanzees and
to gather research data to build a foundation for understanding how
human diseases—including Ebola—can be transmitted to and move
through the animals.
By gathering data to model how disease spreads through the nearly
200 chimps in the Ngogo community in Kibale National Park in Uganda,
Anika Clark ’14 may be able to help identify and develop vaccination
plans to protect this and other groups of chimpanzees from being
devastated by transmissible human diseases for which the chimps have
no resistance.
Clark, a biology major, spent four weeks in Africa doing field research
under the direction of Kevin Potts, a biology instructor at Augsburg
and one of the nation’s leading primatology experts. His studies on
chimpanzee conservation, food, habitat, and foraging behaviors are
featured in some of the world’s most prestigious primatology journals.
Potts earned his master’s and doctoral degrees from Yale University
and studied under the Yale faculty who founded the Ngogo Chimpanzee
Project in Kibale National Park. It’s through his decades-long study
of chimpanzees, in which he’s watched some members of the animal
group go from juveniles to adult leaders, and his deep professional and
personal relationships with the project’s founders that he was able to
invite Clark to conduct research on this unique group of chimpanzees.
Summer 2015
23
Undergraduate research—an opportunity for hands-on practice of skills helpful to
science majors and necessary to succeed in graduate school—is an important part of
an Augsburg College education and is evidence of how the College lives out its vision
of educating for lives of purpose. Clark was among nearly 100 Augsburg students who
conducted summer research in 2014, spending many hours in the lab and in the field to solve
complex problems.
Fieldwork is grueling.
“You have to be physically and mentally alert at all times,” Clark said of the work she
did in Uganda. “Elephants can be in the forest. You have to move away from them quickly
… once I zig-zagged down a mountain ravine to get away.”
The work also can be very, very dirty. Even gross.
“Once, a chimpanzee in the canopy pooped on me and my field notebook,” Clark said.
But she wasn’t deterred.
Potts acknowledged the physical demands of fieldwork. He said it’s not uncommon
for researchers—including graduate-level researchers—to burn out after a few weeks,
especially in places as rugged as Ngogo. Clark was up and in the field by 7 a.m., walking
for miles and as many as 10 hours per day in the forest to find where chimps were feeding
so she could gather her data.
Clark’s research is unique because she is creating a baseline for understanding how
infectious diseases spread in the largest group of chimpanzees on Earth. While some other
researchers are trying to understand dispersal of illness among chimpanzee troupes of
about 65 individual animals, nobody else is seeking to explain how disease moves through
Ngogo’s population of nearly 200 individuals.
“Chimpanzees are strange among mammal species,” Potts said. “Unlike most other
mammals, chimps that make up one social group rarely are together all at the same time.
Instead, on a day-to-day basis, small foraging parties go out to look for food, and members
of groups can change daily.”
This means that unlocking how an infectious disease spreads is complex because
chimps don’t interact consistently with the same community members day after day.
Unraveling this mystery may allow people to protect chimps from transmissible human
diseases for which the animals have no immunity. An Ebola vaccine for chimpanzees is in
development and could feasibly be used on wild chimps in the near future. But vaccinating
all the chimps would be prohibitively expensive and logistically impossible.
24
Augsburg Now
“If we can identify a few individuals who are disproportionately gregarious and,
therefore, more likely to spread a disease to others, we can target them for vaccines and
stop an outbreak,” Potts said.
Uganda’s forests may depend upon this understanding, too, since chimps are prolific
distributors of seeds from the tree fruits that they eat and thereby ensure reforestation
and new growth.
Clark’s grit in the field and outstanding achievements in the classroom have garnered
attention in the nation’s capital. Last spring, she was selected to present at Posters on
the Hill in Washington, D.C.
This annual event highlights outstanding undergraduate research and was a chance
for 60 selected students from more than 800 applicants to meet with policymakers and
lawmakers, including U.S. Sen. Keith Ellison of Minnesota.
“Anika’s work stood up exceptionally well against top-tier student researchers
from across the nation, and I hope she sees how talented she is,” Potts said. “This
was a once-in-a-lifetime opportunity to present scientific results directly to those who
implement policy based upon science.”
Clark is applying her resolve to working as a medical scribe at three different hospitals. At
one of the hospitals, Clark serves as lead scribe, a leadership role that includes responsibility
for recruiting other top pre-health students to work as scribes. Clark’s determination to excel
is further readying her for the challenge of applying to medical schools, her next step toward
fulfilling her goal of one day working for Doctors Without Borders.
Through Doctors Without Borders, an internationally renowned humanitarian
organization that provides assistance to countries overwhelmed by armed conflict,
epidemics, natural disasters, and malnutrition, Clark will have the opportunity to use
her talents and gifts to alleviate some of the world’s greatest global health problems.
The organization also is recognized for its dedication to serving people who experience
neglect and discrimination from local health systems.
“Individuals matter in stopping the spread of disease because disease has no
boundaries. The world is connected through trade, aviation, and immigration,” Clark
said. “I have made it a personal goal to advocate for the development of generic
medications for infectious diseases that unfairly affect the developing world. An
infectious disease in one part of the world must be considered a global threat.”
As Clark turns her sights toward medical school and a future serving as an
international doctor of medicine, other Auggies will head into the lab and field with
faculty to unravel problems and seek solutions to better our shared world.
While Auggies have worked to protect chimpanzees from infectious diseases in Uganda’s Kibale National Park,
these animals also face constant threats from poaching. Visit augsburg.edu/now to learn more about chimps
and how you can help in their conservation.
The field journal of Anika Clark ’14 carries
the mark of a chimpanzee encounter.
Clark trekked many miles through
sometimes muddy forests in these shoes.
A solar sun shower was the closest to a
hot shower Clark got while in Uganda.
Biology instructor Kevin Potts uses
his own codes and shorthand to track
information on chimpanzees.
Summer 2015
25
BY CHRISTINA HALLER
Augsburg student travels 900 miles in
search of answers
The last thing studio arts major Indra Ramassamy ’17
thought she’d get out of her course, Women and Art,
was a life-changing trip and lasting friendship with an
established artist. But it just so happened that Augsburg’s
commitment to experiential education fostered a
memorable experience for Ramassamy and cultivated
skills that will prove useful throughout her life.
Ramassamy, an international student from Paris,
was assigned to choose an object from Augsburg’s permanent collection of art and complete a research project
resulting in a final paper, a speech, an installation, and
a curatorial file.
Ramassamy was drawn
“Augsburg expects us to discover
to a print by Nilda Getty
things. We are encouraged to make
called “Psychic,” one work
deep connections with people, to find
in a five-piece series titled,
new ways to problem-solve, to make a
“Life Series.”
difference.”
“What drew me to this
—Indra Ramassamy ’17
print was a sort of ‘motion’
around a white circular
shape—to me, it represented the moon,” Ramassamy
said. “We can see six female figures around the shape,
but there is a possibility that these female figures
might actually be one person at different moments.”
A little persistence goes a long way
In researching the piece, Ramassamy found that
biographical information about the artist was limited.
She was, however, able to locate and contact an art
gallery where Getty had once exhibited. The art gallery
contacted Getty about Ramassamy’s inquiry, and within
a week, they were speaking regularly on the phone for
Ramassamy’s project. A few weeks later, Getty and her
son, Leslie, contacted Ramassamy and invited her to
Colorado, offering to fly her out so she could complete
her assignment.
Ramassamy gladly accepted. “It was about a
lot more than the paper,” she said. “Through phone
conversations and an exchange of emails, I had already
made a connection with Nilda and was beyond excited
to meet her.”
Leaving a lasting legacy
A few weeks later, Ramassamy was on a flight from
Minneapolis to Fort Collins, Colorado, for a 48-hour
stay. While there, Ramassamy toured Getty’s studio,
met Getty’s family, learned how to use metalsmithing
tools, and studied Getty’s artwork—from silk prints
to photographs, metalwork to jewelry. She also
visited Colorado State University where Getty taught
metalsmithing in the Art Department.
When Ramassamy asked Getty about “Psychic,”
Getty said the white circle represented both the world
and the universe. But the artist also explained that it
doesn’t matter what she thinks of the piece. What is
important to Getty is the viewer’s experience with the
art and the relationship formed with it.
Ramassamy was inspired by Getty’s work, by her
outlook on art and life, and by her warmth and spirit.
“One of the sweetest things was when Nilda told me
her ‘greatest works of art are her children’—and she
also asked me a lot about my own mom,” Ramassamy
said. “I believe Nilda’s legacy will be what her children
go out into the world and achieve.”
An Augsburg education is shaped by its
global settings
Ramassamy is grateful to Augsburg for the whole
experience. “There’s a culture at Augsburg to go
the full extent—do as much as you can,” she said.
“Augsburg expects us to discover things. We are
encouraged to make deep connections with people, to
find new ways to problem-solve, to make a difference.”
And that’s exactly what Ramassamy did.
26
Augsburg Now
MY AUGGIE EXPERIENCE
FUN FACTS ABOUT
AUGSBURG’S PERMANENT
COLLECTION OF ART
MOST FAMOUS?
Andy Warhol’s “Liz”
LARGEST?
Henry Lande’s minimalist
sculpture, 24 Elements, stands
outside between Urness Tower and
Christensen Center at 33 feet tall.
BEST-TRAVELED?
A photograph of Gerda Mortensen
vanished from Mortensen Hall
(more than once) and reappeared at
St. Olaf College.
MOST GENEROUS DONORS?
Don and Dagny Padilla, avid art
collectors, who gave dozens of
pieces to Augsburg’s permanent
collection of art, including Nilda
Getty’s “Psychic.”
AVAILABLE IN TWO SIZES?
Jakob Fjelde’s life-size marble bust
of Augsburg’s third president, Sven
Oftedal, and Fjelde’s small-scale
plaster copy, a recent gift from
Melinda and Jim Kohrt.
Summer 2015
27
ALUMNI NEWS
INTRODUCING
NEW ALUMNI BOARD MEMBERS
Six Auggies―successful in business, mentorship, leadership,
and advocacy for the College recently were elected to threeyear terms on the Augsburg College Alumni Board.
New members:
Cyrus Batheja ’08, ’10 MBA
Mary Prevost ’12 MBA
National corporate director,
UnitedHealth Group
Owner, MJP Strategic
Communications
Hannah Dietrich ’05
Howie Smith ’80
Principal planning analyst, Hennepin
County Department of Community
Corrections and Rehabilitation
Manager, talent development,
Ameriprise Financial Services
Jay Howard ’03
Take a moment to read a
few of the reasons why these
new representatives are excited
to be part of the Alumni Board.
Go to augsburg.edu/now for more
information.
Director of global sales, Innovative
Computer Software
Chau “Tina” Nguyen ’08
Project analyst, U.S. Bank
28
Augsburg Now
ALUMNI BOARD
Back Row [L to R]: Adrienne (Kuchler)
Eldridge ’02, Sarah Grans ’01, Howie
Smith ’80, Jay Howard ’03, Rick Bonlender ’78,
Greg Schnagl ’91, Nick Swanson ’09, Patricia
Jesperson ’95
Front Row [L to R]: Marie (Eddy) Odenbrett ’01,
Hannah Dietrich ’05, Jill Watson ’10 MBA,
Meg (Schmidt) Sawyer ’00, Melissa (Daudt)
Hoepner ’92, Chris Hallin ’88, Adriana
Matzke ’13, Rachel (Olson) Engebretson ’98,
Chau “Tina” Nguyen ’08, Mary Prevost ’12 MBA
Not Pictured: Cyrus Batheja ’08, ’10 MBA;
Sharon Mercill ’09; Jordan Moore ’12 MBA;
Brent Peroutka ’02; Nick Rathmann ’03;
Tracy (Anderson) Severson ’95
If you have ideas for alumni
involvement, email the Alumni Board
at alumni@augsburg.edu.
THURSDAY, OCTOBER 8
ATHLETIC HALL OF FAME
RECEPTION AND CEREMONY
5:30 to 8:30 p.m.
Honor the 2015 Athletic
Hall of Fame inductees.
HOMECOMING
2015
OCTOBER 8-10
REUNION CLASSES
Silver Auggies and
60th Reunion—1955
50th Reunion—1965
40th Reunion—1975
25th Reunion—1990
10th Reunion—2005
For Homecoming this year, let’s come together and revel in our
Augsburg connections with great events all weekend long. Alumni,
families, and friends are all invited to this celebration of our shared
Augsburg experience.
Registering for Homecoming is easier than ever with an allaccess pass. One $40 pass admits you to all events. Register to
guarantee your spot. The price increases to $50 after September 8.
Go to augsburg.edu/homecoming to register.
FRIDAY, OCTOBER 9
HOMECOMING CONVOCATION AND
DISTINGUISHED ALUMNI AWARDS
10 to 11:30 a.m.
Recognize the First Decade, Spirit
of Augsburg, and Distinguished
Alumni award recipients.
HOMECOMING AND REUNION
CELEBRATION LUNCHEON
12 p.m.
Celebrate this year’s distinguished
award recipients and the newest
inductees into the 50-Year Club
from the class of 1965.
AUGGIE HOURS
6 to 8:15 p.m.
Join the all-class Auggie happy hour.
HOMECOMING FIREWORKS
8:30 p.m.
SATURDAY, OCTOBER 10
Join Homecoming co-chairs Jacquie Berglund ’87
and Devean George ’99 for Augsburg alumni’s
favorite weekend of the year.
“Connecting with folks you
haven’t seen in such a
long time is just
heartwarming.”
Jacquie Berglund ’87,
2014 Spirit of Augsburg
award recipient
HOMECOMING AND REUNION
BREAKFAST
8 to 9:20 a.m.
HOMECOMING CHAPEL
10 a.m.
TASTE OF AUGSBURG
11 a.m. to 1 p.m.
Family fun takes over Murphy Square
park with carnival-style booths, great
food, student groups, and games.
HOMECOMING FOOTBALL GAME VS.
UNIVERSITY OF ST. THOMAS
1 p.m.
AUGGIE BLOCK PARTY
3:30 to 6 p.m.
Enjoy live music, s’mores, and a
post-game social hour.
ALUMNI NEWS
THE YOUNG
ALUMNI COUNCIL
The mission of the Young Alumni Council is to provide opportunities to
engage young alumni through planning and hosting networking, fundraising,
and volunteering events and programs.
In May, Auggies joined the Rev. Mike Matson ’06 and his congregation
during an annual rummage sale at Bethany Lutheran Church in the Seward
neighborhood of Minneapolis. This summer the Young Alumni Council hosted
a sold-out gathering at a St. Paul Saints game in June and an evening at
Canterbury Park in July, bringing more than 600 Auggies together.
If you’ve graduated within the past 10 years and are interested in joining
this growing group of active alumni, contact Katie Radford ’12, volunteer and
alumni engagement manager, at radford@augsburg.edu.
FINAL EVENT OF THE SEASON
Summer Series: On Tap
Monday, August 10
5:30 to 8 p.m. | Surly Brewery
Build your Auggie network and learn how fellow
alumni are fulfilling their vocations today.
Appetizers and two drink tickets provided.
Tickets: $10
To register, call 612-330-1085 or visit
augsburg.edu/alumnievents.
To learn more about the Young Alumni
Council members, go to augsburg.edu/now.
Courtesy Photo
Buy a brick. Honor a friendship.
“We came together to buy a brick in honor of the strong
friendships we formed at Augsburg and the memories we
continue to make among our families.” –Brittany Jakubiec ’96
There is still time to participate in the campaign for the Center
for Science, Business, and Religion! Buy a brick as a tribute to
the bonds that helped to create your Augsburg story.
30
•
Augsburg will inscribe a brick with your name, the name
of someone you’d like to honor, or a special message.
•
Each brick will be displayed in the CSBR, creating a
lasting legacy for the future of
the College.
•
Augsburg alumnae from the class of 1996 support the
Center for Science, Business, and Religion.
You will receive official
recognition of your
participation in this program.
•
Front Row [L to R]: Brittany (Lynch) Jakubiec, Jennifer (Cummings)
Ackland, Wendy Laine, Brooke (Manisto) Reseland.
Back Row [L to R]: Connie (Arndt) Clausen, Stephanie Harms,
Jodi Monson, Natasha (Solberg) Sheeley.
The first 500 to buy a brick will
receive a VIP invitation to the CSBR dedication.
Foundation Brick (40 characters, 3 lines) = $250
Legacy Brick (80 characters, 6 lines) = $500
Augsburg Now
augsburg.edu/csbr | 612-330-1085
ALUMNI NEWS
A mix of current students, alumni, and former
faculty serve as the backup band for one of the
Midnimo artists. Somali-British musician Aar
Maanta (far right) practices with musicians
[L to R]: Kyle Burbey ’15, Steve Herzog ’06,
Andy Peterson ’05, and Ben Somers.
BEHIND THE MUSIC
Auggie backup band’s role helps bridge cultures and generations
Augsburg College students, alumni, and
faculty have helped bring a cuttingedge musical partnership to life by
performing alongside the rising voices of
the Somali music scene and even some
“super stars.”
Midnimo was awarded one of six $200,000
grants from the highly competitive Building
Bridges: Campus Community Engagement
program by the Association of Performing
Arts Presenters funded by the Doris Duke
Charitable Foundation and the Doris Duke
Foundation for Islamic Art.
Midnimo, the Somali word for
“unity,” is a two-year partnership
between Augsburg and the Cedar
Cultural Center to bring Somali artists to
Minnesota for educational residencies
and concerts. This unique opportunity
is supported by a prestigious
$200,000 grant award and a number
of Auggies—including Faculty
Emeritus Bob Stacke ’71—whose crosscultural relationship building and love
for performance set the stage for a truly
intergenerational, intercultural musical
immersion.
At concerts held through Midnimo,
artists ranging from the pop collective
North American Super Stars to SomaliBritish singer-songwriter Aar Maanta
played alongside backup ensembles
comprised of a mix of Auggie students,
alumni, and former faculty whose own
musical gifts and talents helped make
Midnimo a critically acclaimed program.
For many of the Auggies, participating
in Midnimo has offered the opportunity
to join a partnership that’s the first of its
kind in the nation and to do what they
love best: play.
Bob Stacke ’71, retired associate professor
of music, is known and respected for his crosscultural percussion performances. Stacke’s deep
musical connections were critical in forging
the partnership between the College, the Cedar
Cultural Center, and visiting artists.
Steve Herzog ’06 [pictured, right] was
selected by Bob Stacke ’71 to write and arrange
the music for Midnimo visiting artists. Herzog
often has needed to transcribe and arrange
music in less than a week. Through this work,
Herzog has been inspired to develop a program
for engaging Somali youth in the advancement
of Somali music. He’s also pursuing a master’s
degree in education at Augsburg.
See a clip of the band performing with
Aar Maanta at augsburg.edu/now.
Summer 2015
31
ALUMNI NEWS
AUGGIES FIND LEADERSHIP IN
inneapolis shoppers can
find a little Auggie Pride in
an unexpected location—a
secondhand clothing store that is an
active illustration of Augsburg College’s
mission, which includes collaborating
with others to serve the Cedar-Riverside
neighborhood and providing students
with hands-on learning opportunities.
Sisterhood Boutique (2200
Riverside Ave., Minneapolis) has been
a training ground for young, Cedar-
the idea of opening a clothing store.
Richardson, who in high school
founded a secondhand clothing store
through Youth Express, an after-school
program in St. Paul, used her retail
experience and business management
training to help the women get started.
First, she collaborated with a youth social
entrepreneur coordinator, a store founder,
and other interested young women to
develop a paid internship program for the
boutique. The program provides young
Augsburg College alumnae Yasameen Sajady ’11 and Stella Richardson ’15 serve the Sisterhood Boutique.
Riverside neighborhood women in
entrepreneurship, business, community
partnerships, and sustainable fashion
since its opening in February 2014.
Since then, 60 women ages 14 to 23
have participated as staff and interns,
and two Auggies—Stella Richardson ’15
and Yasameen Sajady ’11—have played
roles on the store’s leadership team.
Two years ago, East African women
in the Youth Social Entrepreneur
Program at the Brian Coyle Center, a
neighborhood resource and community
center, began envisioning a way to
empower young women in the area. The
women worked with Richardson, then an
intern at Brian Coyle Center, to explore
32
Augsburg Now
East African women with professional
development, peer-to-peer mentoring,
and classroom training, followed by three
months of employment in the store.
The founders of the boutique also
collaborated with Augsburg’s Director
of Community Engagement Mary Laurel
True, who has been integral to the
store’s success.
Community engagement for Auggies
happens both on and off campus—and
when True learned about the vision for
a women’s entrepreneurial project in
the neighborhood, she ensured that
Augsburg joined with other community
groups to make the innovative business
venture a reality. True serves as the
Augsburg liaison to the program, is a
mentor for the staff and interns, and
has been on the Sisterhood’s Advisory
Committee since the beginning.
Seizing the opportunity for realworld training, classes on campus got
into the act. A group of Augsburg MBA
students created a business plan for the
store through a management consulting
class project. Christopher Houltberg,
assistant professor of art, led Sisterhood
interns in a branding exercise and
assisted with the design of a boutique
logo; classes taught by Marc Isaacson,
assistant professor of business, provided
website recommendations; and, through
clothing drives, Residence Life collected
thousands of pounds of clothing to
donate to the startup.
Today, Augsburg alumna Sajady
manages the Sisterhood Boutique.
Sajady, a business marketing major, was
hired last November through Pillsbury
United Communities to lead Brian
Coyle’s Youth Entrepreneur Program.
Under her leadership as the operations
coordinator, the Sisterhood Boutique
has exceeded its social media and
community engagement goals.
The program is supported by
Fairview Health Services, an institution
that, like Augsburg, is committed
to its role as a community partner.
Fairview donated a vacant retail
space to the Brian Coyle Center for
workforce development. Additional
donors and community partners
include the Foundation of Minnesota,
Sundance Family Foundation, Marbrook
Foundation, and Women Investing in the
Next Generation (WINGs) Fund of the
Greater Twin Cities United Way.
ALUMNI NEWS
CULTURAL TRAVEL
Courtesy Photos
WITH AUGGIES
A
ugsburg organizes international tours for the College’s alumni, parents,
families, and friends. Each customized trip is led by Augsburg faculty members
whose distinction and expertise adds to a uniquely Augsburg experience.
Celebrating Lutheran heritage in Germany and the Czech Republic
Mark Tranvik and Hans Wiersma, Religion Department faculty members, host this
journey through Germany and the city of Prague October 27-November 6, 2016,
celebrating Lutheran heritage in honor of the 500th anniversary of the Reformation.
Cultural immersion in Thailand and Cambodia
English Professor Kathy Swanson, who is fluent in Thai, will lead this exploration
through Thailand and Cambodia January 3-15, 2017. This voyage takes travelers to the
Grand Palace, Wat Pho (the Reclining Buddha), and floating markets. It continues
to Chiang Mai for elephant rides, an authentic cooking class, and volunteer work at
a local orphanage. The journey concludes in Siem Reap at Angkor Wat, the largest
religious monument in the world.
If you are interested in traveling with fellow alumni, contact Sally Daniels Herron ’79
at herron@augsburg.edu or 612-330-1525.
To learn about Augsburg cultural travel
opportunities, go to augsburg.edu/alumni/travel.
Summer 2015
33
ALUMNI CLASS NOTES
1963
After serving as pastor of Faith
Lutheran Church in Vista,
California, since 1969, the Rev. Beryl
Droegemueller retired in April. Over the
course of his 45 years of shepherding the
congregation, membership grew from 125 to
more than 1,000. During those four decades,
the church opened preschool, elementary
school, middle school, and extended daycare
programs. Droegemueller trained 37 pastoral
interns through the church’s vicarage program
and, in the early 1970s, worked with church
members to develop a new mission church,
Shepherd of the Valley Lutheran in Oceanside,
California. He led Faith Lutheran through
the construction of the sanctuary, a parish
hall, an early childhood center, and offices.
Together with members of the congregation,
Droegemueller was instrumental in building
a multi-level care retirement facility, now
Rancho Vista retirement community, which
was dedicated in 1981. When he talks about
the projects and productivity, he points to
his “very dedicated, creative, and hardworking members” and his staff. Along with
his doctor of ministry degree, he earned a
law degree, which he said was helpful in the
many building projects. He assisted area
churches with numerous legal challenges and
served as circuit counselor and chairman of
the Pacific Southwest District of the Lutheran
Church Missouri Synod board of directors. The
Minnesota native entered Concordia Lutheran
Seminary after a year of working for a bank
and following graduation from Augsburg with a
double major in history and English.
Jean (Bagley) Humphrey married her husband,
Roger, one week after graduation. Nancy
(Bloomfield) Bottemiller and Ruth (Sather)
Sorenson were her bridesmaids. The
Humphreys moved to the Boston/Cambridge
area where they lived in married student
housing at the Massachusetts Institute of
As a public relations expert, Kari (Eklund) Logan ’82 assists
clients in raising awareness about topics that range from
education to urban forestry and from financial services to the
arts. At CEL Public Relations, Logan leads a media relations
team and couples her talents in writing and networking to
serve her clients.
From the NOW@Augsburg blog.
Visit augsburg.edu/alumni/blog to read more.
Technology and had their two children. After
five years, they moved to California where
Roger’s first job was with Chevron Oil. They
lived in California for 38 years. Nine Bagley
children attended Augsburg including Robert
Bagley ’58, who went on to Luther Seminary,
and Yvonne (Bagley) Olson ’52, who lived with
Gerda Mortensen and married Orville Olson ’52.
1967
Jerilyn (Bjugstad) Wibbens is the
choral director of the NW Nordic
Ladies Chorus of Everett, Washington. The
group recently performed with other Nordic
choruses in a Seattle-area celebration of
Finnish composer Jean Sibelius. They sang
“Finlandia” with the Seattle Symphony.
In May, Robert and Sandra (Syverts) ’68 Benson
were grand marshals for Trout Days in Preston,
Minnesota. The Bensons remain active in this
community where Bob served as a county
judge. Bob (now retired) is a certified firearms
instructor and a retired fireman. Sandra is the
founder of the Preston Farmers Market.
1970
Ray Hanson is working for
Goldbelt Raven as an assistant
program manager for chemical forensics
at the Department of Homeland Security’s
Homeland Security Advanced Research
Projects Agency. His role supports the
Chemical and Biological Defense Directorate
in Washington, D.C., which is developing
forensic methods for detecting signatures for
chemical threat agents.
AUGGIE SNAPSHOTS
1982
Diane (Peterson)
Kachel is now a clinical
research manager for Metro
Urology, the largest urology private
practice network in Minnesota. In
this newly created position within
the organization’s management
team, she is responsible for
managing all aspects of the
research program in addition
to developing new research
opportunities and scalable research
infrastructure across multiple
clinical sites and patient conditions.
34
Augsburg Now
2008
Jay Matchett ’08, ’13 MAL was
named director of Our Neighbors’
Place, a social service agency, in River
Falls, Wisconsin. The social service agency
includes a day center, shelter for families,
community closet, classes, and a successful
backpack program. He cites Tim Pippert,
associate professor of sociology, and Andy
Aoki, professor of political science, as strong
influences during his time at Augsburg.
Matchett believes he truly has found his path
to vocation. He would like to establish a partnership with Augsburg’s social
work program so that Our Neighbors’ Place may serve as an internship
site for current students.
ALUMNI CLASS NOTES
1972
After more than 40 years of regional
sales management and marketing
for two Fortune 500 companies, James
Piepenburg has retired and lives in the Phoenix
metro area with his wife, Lucy. He has two
great daughters, Krista and Jaime, along with
son-in-law, Chris, and 12-year-old grandson,
Nicolas. Currently, Piepenburg is doing parttime art consultation with Thomas Kinkade Art
Gallery of Arizona.
music therapy and has done additional study
at Colorado’s Center for Biomedical Research
in Music.
1988
Kiel Christianson is associate chair
of the Department of Educational
Psychology at the University of Illinois, UrbanaChampaign. He is an associate professor
of educational psychology, psychology, and
linguistics, and he directs the EdPsych
Curt Rice ’84 has been chosen to lead Norway’s largest
university college, taking charge of Oslo and Akershus University
College of Applied Sciences as rector on August 1. Rice received
his undergraduate degree in philosophy from Augsburg. His
wife, Tove Dahl ’84, is a professor at the University of Tromsø,
Norway, and is the dean of Concordia Language Villages’
Norwegian camp, Skogfjorden.
From the NOW@Augsburg blog.
Visit augsburg.edu/alumni/blog to read more.
John Sherman, sports editor of Sun
Newspapers, has been inducted into the
Minnesota State Football Coaches Hall of
Fame. Sherman said he was truly honored to
join the ranks of Stan Nelson ’43, Dave Nelson,
Sid Hartman, Bronko Nagurski, and Ray
Christensen in the Hall of Fame.
Psycholinguistics Lab at the Beckman Institute
of Advanced Science and Technology. In his
spare time, he is a senior writer for the Golf
Channel websites, where he writes about golf,
golf travel, golf courses, and golf equipment.
He lives in Mahomet, Illinois, with his wife, Jen,
and their two children.
1978
1989
Steve Hoffmeyer is interim general
counsel and executive director
of the new Minnesota Public Employment
Relations Board. He also teaches business law
classes at the University of Phoenix campus in
Minnesota and arbitrates labor cases outside
of the state.
1979
Phil Madsen and wife, Diane, moved
into the fitness business, opening
their first Anytime Fitness franchise gym in July
2014 in Port Orange, Florida. A second gym will
follow in nearby New Smyrna Beach, Florida.
Phil says, “This is a wonderful opportunity.
The franchise business model is sound, we
interact with members in truly personal and lifechanging ways, and we get to improve our own
health and fitness like never before.”
1982
Sandra (Walter) Holten, a music
therapist who specializes in caring
for people with Parkinson’s, was featured on
Minnesota Public Radio in March for her work
with Struthers Parkinson’s Center in Golden
Valley, Minnesota. She has a bachelor’s in
Leah (Parker) Maves graduated
from Luther Seminary in May
2014 with a master’s in children, youth, and
family ministry. She received her first call on
December 22 to the Tomorrow River Lutheran
Parish in Amherst and Nelsonville, Wisconsin.
She was commissioned and installed on
February 11 by Bishop Gerald Mansholt.
1991
Stephanie (Grochow) Trump has
been elected to serve as the
choral vice president of the Minnesota Music
Educators’ Association.
1992
Todd Lange was honored with
the Albert Lea (Minnesota) Area
Schools’ 2015 Teacher of the Year award. He
teaches high school English.
Sharol (Dascher) Tyra is a professional certified
coach and mentor for leadership development
at Life Illumination Coaching. Tyra has been a
mentor to Augsburg students since 2011. She
will serve as president of the Minnesota charter
chapter of the International Coach Federation,
and she represented ICF Minnesota at four
global leadership forums.
1998
Raylene Dale (Navara) Streed
has been appointed executive
director of the Minnesota Lions Eye Bank at the
University of Minnesota. Streed has served in
other leadership positions, including as interim
executive director and technical director. Streed
graduated from Augsburg with a bachelor’s
degree in biology.
1999
Scott Hvistendahl manages the
event department at the University
of Northwestern-St. Paul, where he is a member
of the football coaching staff. He enjoys being
involved with football and having a chance to
work with fellow coaches in developing players in
a Christian environment as well as helping them
to grow as men on and off the field. Hvistendahl
and his wife, Alisha, have two children: Macey
and Jordan. The couple met through an
Augsburg staff member who knew Scott from
football and Alisha through athletic training.
Jenna (Bracken) Held ’05 is following in the footsteps of
her mother, Jane (Catlin) Bracken ’71, by serving as a
teacher and pursuing her love of working with children.
Last year, after having taught fourth and fifth grade for
eight years, Jenna switched to first grade at Lincoln
Center in South St. Paul, Minnesota. She enjoys working
in the community where she lives. She met her husband,
Andrew Held ’05, at Augsburg and started to date him
after doing homework together for Calculus II. They
welcomed their third child in June.
From the NOW@Augsburg blog.
Visit augsburg.edu/alumni/blog to read more.
Summer
Spring
2014
2015
Fall 2014
17
35
37
ALUMNI CLASS NOTES
Josh Krob ’08, ’15 MBA was granted a prestigious “Twin Cities
Finest” award from the Cystic Fibrosis Foundation in recognition
of his extensive community volunteer efforts and professional
growth. A believer in the value of lifelong learning, Krob earned
his MBA at Augsburg seeking to expand his understanding of
how to be an effective leader.
From the NOW@Augsburg blog.
Visit augsburg.edu/alumni/blog to read more.
2001
Maggie Tatton was among those
named “40 Under 40” honorees
by The Minneapolis/St. Paul Business Journal.
This honor includes young business and
community leaders from throughout the
Twin Cities. Tatton is partner at Lindquist &
Vennum, P.L.L.P.
2002
Brent Peroutka was featured in
the Faribault (Minnesota) Daily
News as a “40 Under 40” honoree for his
community achievements and career in
finance. A financial advisor at Comprehensive
Wealth Solutions. Peroutka holds a business
administration/finance degree from Augsburg.
The best part of his day is helping his clients
achieve their goals, he says. “We can make a
difference each and every day, whether it’s at
home, at work, or in the community.”
with the Minnesota Department of Human
Services to help improve the lives of those
with disabilities.
2012
Lauren Grafelman is the 2015
Business Administration Scholar
Award recipient at Hamline University. This
award is given to the university’s top MBA
student based on academic performance and
leadership within the program. Grafelman was
honored with this award at a graduation and
recognition reception in May.
2013
Mike Lanski is in a long-term
position with U.S. Bank. He
also has started his second season with the
Minnesota Twins, working as an usher, and he
is in his 10th year with the Minnesota Wild in
the same capacity.
Madalyn Johnson is employed as a promotions
assistant at 1500 ESPN Radio at Hubbard
Broadcasting.
Matt McGinn ’13 talks coffee on page 14.
2014
Janelle Holte was accepted into the
U.S. Peace Corps and departed for
Jamaica in March to serve as an agriculture
extension volunteer. During the first three
months of her service, Holte lived with a host
family in Jamaica to learn the local language
and integrate into the local culture. Holte will
work with her community to identify resources
and agriculture projects that can be developed
and implemented to generate income. She
also will facilitate training in farm management
and work with schools to enhance and expand
environmental education.
Anika Clark ’14 discussed the research
she conducted in Africa with lawmakers on
Capitol Hill. See page 22.
2015
Ben Menzies graduated in May
and is about to begin a master’s
program at the University of Minnesota in
integrated behavioral health. He and Shira
Bilinkoff are looking forward to their wedding
in fall 2016.
2008
Justin Reese has been named
head football coach for Fridley
(Minnesota) High School. A native of Houston,
Texas, Reese earned a bachelor’s degree in
physical education at Augsburg and went on to
earn a master’s degree in sports management
from the University of Minnesota. His vision
for the Fridley football program is to inspire
academic and athletic excellence in students
by challenging them to achieve the highest
level of personal development.
2010
Michael Polis was nominated for
the “32 Under 32” awards. This
honor was created in partnership with the
Advertising Federation to recognize the top
young Minnesota marketing and advertising
professionals.
2011
Samantha Drost was appointed to
the State Quality Council for a twoyear term. The council works in partnership
36
Augsburg Now
Meghan (Armstrong) Peyton ’14 MAL is the head men’s
and women’s cross country coach and assistant track
coach at Augsburg College. Augsburg, she says, has
opened her eyes in many ways. Her time at the College
has shown her the joy of serving others and becoming
a more thoughtful steward and responsible leader. She
wants to continue to make a difference in the lives
of future Auggie alumni. Peyton and her high school
sweetheart, Cole, were married in 2010 and live in
Richfield, Minnesota, with their pets. In 2008, she joined
Team USA Minnesota, a post-collegiate distance training
center that encourages holistic development. In 2013,
she won the U.S. 20K Championship. You can “track”
her successes and find her personal best records at meghanpeyton.com.
From the NOW@Augsburg blog.
Visit augsburg.edu/alumni/blog to read more.
GRADUATE PROGRAMS
Kathy Rumpza ’05 MAL has taken a position with the
University of Minnesota as lead of the Creative Services
team in University Relations, the central marketing
office. She works closely with the university’s brand.
Anna Coskran ’09 MBA has been named a principal of
NTH, a Twin Cities real estate and project management
firm where she has worked since 1998. With more than
15 years of real estate experience, she has worked with
a diverse array of clients including The Minneapolis
Foundation, the Star Tribune, and Xcel Energy.
AUGGIE
SNAPSHOTS
2001
Hilary English
Crook and her
husband, Jacob Seljan,
welcomed Lovisa Emily
Seljan on March 30. Both
Lovisa and big brother,
Britton, are sporting their
Augsburg gear!
Chris Wolf ’09 MAN was named chief nursing officer of a
medical element of the Minnesota Air National Guard.
Jordan Moore ’12 MBA and his wife, Jen, became
parents on March 27 with the birth of their daughter,
Carla Jo.
Jim Miles ’14 MBA
recently published
“Hero,” a middle grade
novel. In addition to
writing as a lifelong
passion, “Hero” is the
result of Miles’ MBA
program. He came to
Augsburg to learn how
to give artistic projects
the business legs they
needed to walk and
thrive. He named one
of his supporting
characters after Magda
Paleczny-Zapp,
associate professor of
business. Magda Corbett originally was conceived as a
minor character, but she quickly became a rather
significant part of the story, which Miles considers the
result of the influence of the name. For more information
on “Hero,” go to coltonsilver.com.
Submit a Class Note
Please tell us about the news in your
life—your new job, move, marriage, and
births. Visit augsburg.edu/alumni/connect
to submit your announcements.
2007
Sarah (Gilbert)
Clay and
her husband, Ryan,
welcomed Oscar Leo Clay
on March 19.
2010
Matt and
Sarah (Thiry)
Solberg celebrated their
marriage on August 8,
2014. Auggies in the
wedding party included
maid of honor Hannah
Thiry ’17, Emily Wiles,
and Dan Thewis.
2012
Courtney
Gamrath and
J.P. Perpich were married
on August 15, 2014.
Summer 2015
37
In memoriam
Ingeborg C. Garborg ’38, Grand
Marais, Minnesota, age 94,
on January 20.
Euna G. Nelson ’50,
Evansville, Minnesota, age 86,
on March 18.
James S. Carlson ’55,
Richfield, Minnesota, age 88,
on October 12.
Darwin G. Thorbeck ’60,
Charleston, South Carolina,
age 76, on January 26.
Bernice A. (Westman) Giguere ’39,
Columbia Heights, Minnesota,
age 97, on April 26.
Kerman J. Benson ’51, Victoria,
Minnesota, age 85, on
January 13.
Lyle I. Hunter ’55, Cathedral
City, California, age 85, on
September 27.
James F. Redeske ’61, Golden
Valley, Minnesota, age 75,
on February 16.
Karl I. Krohn ’41, Memphis,
Tennessee, age 95, on
February 7.
John “Al” A. Johnson ’51,
Maplewood, Minnesota, age
88, on January 7.
Eileen M. (Wirkkunen)
Thompson ’55, Astoria, Oregon,
age 81, on January 23.
Kay L. (Hanenburg) Madson ’62,
Minneapolis, age 74,
on January 21.
Thelma (Sydnes) Monson ’41,
San Diego, age 95, on April 27.
Raymond V. Trochmann ’51,
Ulen, Minnesota, age 93,
on March 29.
Laurayne R. (Helgerson)
Solberg ’56, Stoughton,
Wisconsin, age 91, on
October 20.
Paul R. Engwall ’64, Lakeville,
Minnesota, age 75, on May 14.
Philip “Phil” W. Rowberg, Sr. ’41,
Chico, California, age 95, on
March 24.
Marion M. (Myrvik) Buska ’46,
St. Louis Park, Minnesota, age
90, on January 18.
Willard “Bud” W. Glade ’49,
Dows, Iowa, age 94, on
March 1.
Georgette F. (Lanes) Ario ’50,
Minneapolis, age 86, on
January 17.
Irving R. Burling ’50, Sioux
Falls, South Dakota, age 87,
on April 16.
Bernice A. (Larson) Howell ’50,
Beltsville, Maryland, age 89,
on January 30.
38
Augsburg Now
Elmer H. Hanson ’52, Elk
Mound, Wisconsin, age 90,
on February 24.
Karl D. Puterbaugh ’52,
Eagan, Minnesota, age 86,
on March 22.
Dennis H. Erickson ’58,
Rochester, Minnesota, age 85,
on March 10.
Lorents J. Flak ’58, Santa Rosa,
California, age 83, on March 8.
Berton R. Hushagen ’53, Fergus
Falls, Minnesota, age 87, on
February 16.
Jon W. Matala ’58, Carver,
Minnesota, age 78, on
March 15.
Harold E. Peterson ’53, Bella
Vista, Arkansas, age 89, on
April 1.
Ronald “Ron” J. Stave ’58,
Minneapolis, age 83, on
March 7.
Gloria M. (Parizek) Thorpe ’53,
Eau Claire, Wisconsin, age 84,
on May 5.
Nancy Bauman ’59, Rochester,
Minnesota, age 78, on April 10.
Lloyd A. Nelson ’54, Willmar,
Minnesota, age 91, on
January 27.
James “Jim” A. Noble ’60, Grand
Blanc, Michigan, age 76, on
January 25.
Wayne E. Myrvik ’64, Fergus
Falls, Minnesota, age 72,
on February 7.
Gary E. Utoft ’64, Owatonna,
Minnesota, age 72, on
February 23.
Kathryn “Kathy” A. (Lundby)
Young ’64, Williamsburg,
Virginia, age 72, on March 9.
Lowell H. Asplund ’65,
Butterfield, Minnesota, age 73,
on February 6.
Anita M. (Gransee)
Christopherson ’65, Belle
Plaine, Minnesota, age 71,
on April 28.
Neil C. Sideen ’65, Howard
Lake, Minnesota, age 71,
on March 6.
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! (Digital photos must be at least 300 ppi
or a 1 MB file.)
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 email alumni@augsburg.edu. You can also
submit news at augsburg.edu/alumni/connect.
______________________________________________________
Full name
______________________________________________________
Maiden name
______________________________________________________
Class year or last year attended
______________________________________________________
Street address
______________________________________________________
City, State, ZIP code
Karen L. (Torkelson) Leverentz ’66,
Stillwater, Minnesota,
age 70, on February 7.
Magdalen A. (Ardolf) Miller ’75,
Silver Lake, Minnesota, age 91,
on January 20.
Richard “Rick” A. Niles ’67,
Minnetonka, Minnesota,
age 69, on March 6.
Robert “Bob” A. Roberge ’77,
Rochester, Minnesota, age 60,
on March 7.
Mary M. (Dolan) Peterson ’67,
Parkers Prairie, Minnesota,
age 69, on March 25.
Eunice C. (Holmes) Johnson ’80,
White Bear Lake, Minnesota,
age 84, on February 28.
Russell E. Ilstrup ’68, Buffalo,
Minnesota, age 70, on March 21.
Lori L. (Johnson) Rosenkvist ’81,
St. Paul, age 55, on March 25.
Ronald A. Nilsson ’68, Wheaton,
Illinois, age 69, on January 9.
Timothy J. Beck ’83, St. Paul,
age 53, on March 30.
Nancy E. Stevens ’68, Plymouth,
Minnesota, age 68, on
December 29.
Jeffrey T. Miller ’94, Plymouth,
Minnesota, age 52, on
January 29.
Ronald L. Danckwart ’72, Lake
City, Minnesota, age 64, on
February 25.
Alfred “Al” A. Drears ’11, St.
Paul, age 51, on March 24.
James E. Ericksen ’72, Edina,
Minnesota, age 68, on
January 27.
Max D. Bassinson ’17,
Minneapolis, age 23, on
March 7.
Alan C. Kelsey ’73, St. Paul,
age 63, on January 19.
Professor Emeritus Jerry
Gerasimo, Menomonie,
Wisconsin, age 84, on April 4.
Ronald “Ron” A. Hart ’75, Coon
Rapids, Minnesota, age 62,
on March 9.
Longtime staff member
Irene Steenson, Eden Prairie,
Minnesota, age 102, on April 18.
Is this a new address? q Yes q No
______________________________________________________
Home telephone
______________________________________________________
Email
Okay to publish your email address? q Yes q No
______________________________________________________
Employer
______________________________________________________
Position
______________________________________________________
Work telephone
Is spouse also a graduate of Augsburg College? q Yes q No
If yes, class year___________________________________________
______________________________________________________
Spouse’s name (include maiden name, if applicable)
Your news:
______________________________________________________
______________________________________________________
______________________________________________________
q I know a student who is interested in attending Augsburg.
The “In memoriam” listings in this
publication include notifications
received before May 20.
Summer 2015
39
In memoriam
Courtesy Photo
JAMES E. ERICKSEN ’72
James E. Ericksen ’72, whose life was marked by his commitment to
faith and passion for the arts, passed away in January at age 68, leaving
Augsburg an unexpected and extraordinary bequest of more than $5 million.
To honor his legacy, the majority of Ericksen’s gift will be designated to
the Center for Science, Business, and Religion. Part of this gift will honor
Ericksen’s faith and be directed to Christ Auditorium, the 80-seat classroom
at the heart of the new building. In tribute to his love of music, a renovation
to Sateren Auditorium and its lobby also will be named for Ericksen.
His gift was one of the largest estate gifts in
Augsburg’s history.
“We wish so much that we could have thanked him
during his lifetime,” said Heather Riddle, vice president
of Institutional Advancement.
Ericksen graduated from Minnehaha Academy in
Minneapolis in 1964 and enrolled at Augsburg College
that fall. While still a student, he enlisted in the
U.S. Army and was stationed in Germany. Ericksen
returned to Augsburg College after his service, finished
his business administration degree with an emphasis in
accounting, and graduated with the 139-member class
of 1972.
A history minor, Ericksen later told Augsburg staff that Carl Chrislock,
remembered as one of Minnesota’s preeminent U.S. historians and
a professor emeritus of history at the College, was one of Ericksen’s
favorites. He returned to Augsburg College several times over the years to
attend concerts, particularly those for which his piano instructors served
as accompanists.
A loyal public servant
The entrance
to the Sateren
Auditorium lobby.
40
Augsburg Now
After starting his career at Polaris, Ericksen worked as an auditor for the
State of Minnesota Department of Revenue for 31 years before retiring in
2009. Along the way, he invested wisely and lived carefully.
“Nobody knew much about him, including his family,” said his
cousin, Robert Quick. But they knew he loved history, travel, and classical
music—especially symphonies.
In mid-life, Ericksen began piano lessons at MacPhail Center for Music,
where he studied with Victoria and Dan Sabo for many years. Friend and
piano instructor Janet Holdorf described Ericksen as “so sincere and ardent
in his appreciation of music making.” He didn’t consider himself much of
a musician, but he enjoyed learning and playing. His home was equipped
with a large sound system and filled with carefully cared-for albums, many
of them the symphonies he loved so much.
Ericksen traveled often, venturing to France, Italy, Norway, Sweden,
the United Kingdom, and elsewhere. He took long driving trips, eventually
visiting nearly all 50 of the United States and taking time to explore each
destination’s history. When he was at home in the Twin Cities, he attended
Bible study at Mount Olivet Lutheran Church in Minneapolis.
In his will, Ericksen remembered many family members, friends, and
organizations dear to him.
Doctor of Nursing Practice
Master of Arts in Nursing
Master of Arts in Education
Master of Arts in Leadership
Master of Business Administration (MBA)
Master of Fine Arts in Creative Writing
Master of Music Therapy
Master of Science in Physician Assistant Studies
Master of Social Work
TAKE ADVANTAGE OF NEW ALUMNI
AND FAMILY DISCOUNTS
FOR GRADUATE DEGREES
augsburg.edu/grad/discount
GRADUATE PROGRAM TUITION
DISCOUNT FOR ALUMNI
Many of Augsburg’s current graduate students are alumni
who earned their first degree at Augsburg and returned
to pursue further education. Become a part of this
growing group and take advantage of our Alumni Tuition
Discount—a savings of $80 per credit! Auggie graduates
who’ve earned a bachelor’s, master’s, or doctoral degree
from Augsburg qualify for this alumni discount.
Additionally, parents or spouses of alumni and current
students are eligible to receive the Family Grant
of $80 per credit on graduate programs.
gradinfo@augsburg.edu | 612-330-1101
* This alumni discount also applies to Augsburg graduates who are currently
Summer
2015Fall 2015.
25
enrolled in a graduate program at Augsburg
effective
Photo illustration by Stephen Geffre. Photos courtesy of D3sports.com and NCAA.
2211 Riverside Avenue
Minneapolis, MN 55454
Non-Profit Org.
U.S. Postage
PAID
Twin Cities, MN
Permit No. 2031
Auggies win 12th national wrestling title
The Augsburg College wrestling team claimed its record 12th NCAA Division III national championship, winning two individual national
crowns and earning six All-Americans in the finals of the national tournament. Heavyweight Donny Longendyke ’17 [pictured, left] joined
125-pound back-to-back national champion Mike Fuenffinger ’15 [pictured, right] in earning top individual honors. Augsburg also swept
the awards presented by the National Wrestling Coaches Association.
Visit augsburg.edu/now to learn more about
the College’s national tournament win.
Show less
SPRING 2015 | VOL. 77, NO. 2
Everyday work advice for Auggies
Magazine survey results
A tale of two Auggies
Nobel Peace Prize Forum
AUGSBURG COLLEGE RECEIVES
$10 MILLION CASH GIFT
to name Center for Science, Business, and Religion
This winter, Augsburg College was
honored with a $10 mil... Show more
SPRING 2015 | VOL. 77, NO. 2
Everyday work advice for Auggies
Magazine survey results
A tale of two Auggies
Nobel Peace Prize Forum
AUGSBURG COLLEGE RECEIVES
$10 MILLION CASH GIFT
to name Center for Science, Business, and Religion
This winter, Augsburg College was
honored with a $10 million philanthropic
gift that will support a new signature
academic building housing the College’s
science, business, and religion
programs. Visit augsburg.edu/csbr to
learn about the celebration to announce
the building’s name and the capital
campaign’s progress toward its
IN THIS ISSUE
$50 million fundraising goal.
Features
On the cover
2 Magazine survey results | COMPILED BY REBECCA JOHN ’13 MBA
10 Everyday work advice for Auggies | BY STEPHANIE WEISS
16 A tale of two Auggies | BY STEPHANIE WEISS
24 Nobel Peace Prize Forum | BY STEPHEN GEFFRE AND LAURA SWANSON
Nobel Peace Prize Laureate and former
U.S. President Jimmy Carter addressed
middle school and high school students
during a Youth Forum event in Augsburg’s
Si Melby Hall as part of the 2015 Nobel
Peace Prize Forum, held March 6-8 in
Departments
Minneapolis. Carter spoke in front of
4 Around the Quad | 13 It takes an Auggie
exhibition about past Nobel Peace Prize
Augsburg student artwork created for an
14 My Auggie experience | 20 Auggie voices
winners that opened at the American
22 Auggies on the court | 27 Alumni news
Swedish Institute in February. Learn more
31 Alumni class notes | 36 In memoriam
All photos by Stephen Geffre unless otherwise indicated.
on pages 8 and 24.
Vice President of Marketing
and Communication
Rebecca John ’13 MBA
rjohn@augsburg.edu
Director of News and
Media Services
NOTES FROM PRESIDENT PRIBBENOW
Abundance at Augsburg
2015 is off to a remarkable start at Augsburg!
The announcement on the facing page
about the $10 million gift to name the Center
for Science, Business, and Religion certainly
ranks as our most exciting news. The momentum
to break ground on this signature academic
building is now palpable on campus and beyond
as we imagine its transformational impact on our
community for generations to come.
And this issue of Augsburg Now is full of
many other examples of the good news of this
academic year. News of national recognition for
community engagement and interfaith initiatives.
News of special events featuring Bill Nye the
Science Guy (a fellow bow tie lover!) and Nobel
Peace Prize Laureates U.S. President Jimmy
Carter and The Organisation for the Prohibition
of Chemical Weapons. News of more than 100
Augsburg students and faculty from five academic
departments collaborating to create an interactive
exhibit to engage people in the topic of peace.
News of student and faculty achievements on
and off campus. News of generous alumni and
friends supporting the mission-based work of
the Augsburg community—including more than
1,300 donors who, for the second year in a row,
helped Augsburg surpass every other Minnesota
college or university in fundraising on Give to the
Max Day. And much, much more to celebrate.
For me, all of this good news points to a core
value at the heart of Augsburg’s identity and
character—we are a community of abundance in
a world of scarcity.
What do I mean by abundance? It is a way
of life that calls our community to live and work
together with a focus on our common wisdom,
experience, and aspirations. It is an ethic that
challenges us to believe that we can do more and
Stephanie Weiss
weisss@augsburg.edu
Communication Copywriter
and Editorial Coordinator
Laura Swanson
swansonl@augsburg.edu
better together than on our own. It is a vision
that says we are small to our students and big for
the world.
As I near the end of my ninth year as
Augsburg’s 10th president, I am more and more
struck by the abundance of our lives together, the
many ways in which the students, faculty, staff,
alumni, and friends of our community aspire to
embody a way of life that links faith, learning,
and service to the neighbor.
I also am struck by the abundance of our place,
the remarkable work of Augsburg as an institution
and community in this neighborhood, city, and
world, and our firm resolve to send our students
out into the world as educated and faithful
citizens, to be good stewards of our environment,
and to embrace hospitality and generosity for our
fellow humans.
Finally, I am struck by the abundance of the
promise we make each and every day to each
other as we dedicate ourselves to collaboration,
to doing things differently, and to working
together to meet the needs of students and
neighbors. Where others say there is not enough,
we say there is more than plenty if we believe and
bring resolve, courage, and imagination to our
efforts to educate, to feed the hungry, to clothe
the poor, and to meet the needs of strangers.
What a deep privilege it is to be a partner
in this work of abundance at Augsburg College.
Thanks to all of you for your abiding support and
passion for this good and faithful work.
Creative Associate
Denielle Johnson ’11
johnsod@augsburg.edu
Marketing Copywriter
Christina Haller
haller@augsburg.edu
Photographer
Stephen Geffre
geffre@augsburg.edu
Production Manager
Mark Chamberlain
chamberm@augsburg.edu
Advancement Communication
Specialist
Jen Lowman Day
dayj@augsburg.edu
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
Yours in Augsburg,
Send address corrections to:
Advancement Services
CB 142
Augsburg College
2211 Riverside Ave.
Minneapolis, MN 55454
langemo@augsburg.edu
PAUL C. PRIBBENOW, PRESIDENT
Email: now@augsburg.edu
600
Took the survey
TURNING
A NEW PAGE
35-49
HIGHLIGHTS OF THE RESULTS:
34 & under
Who took the survey
COMPILED BY REBECCA JOHN ’13 MBA
More than 600 people responded to the
Augsburg survey, with 541 completing the
entire questionnaire.
Augsburg Now magazine survey: What you told us
NATIONAL
This past summer, Augsburg College participated in a national higher
education magazine survey developed by the Council for Advancement
and Support of Education. This survey has been used by more than
350 college and university magazines across the United States,
allowing Augsburg to compare its results with national benchmarks.
AUGSBURG
30 percent of the Augsburg Now survey respondents
were 65 years of age or older, nearly 10 percentage
points above the national response rate.
Top ways the magazine helps keep Auggies connected*
Augsburg’s results
National results
Auggies are connected
87%
80% 53%
As a reminder of your
college experience
46% 46%
Keeping you in touch with
your graduating class
39%
Encouraging financial support for
the College and current students
Survey respondents confirmed that
Augsburg Now strengthens their
connection with the College. In fact,
80 percent of respondents older than
age 35 agreed with this notion, and
70 percent of respondents under age
35 agreed as well.
SO, WHAT DOES ALL OF THIS MEAN?
Readership, connection, and format
Topics of interest
The magazine will build on its strengths in order
to maintain high readership levels and the strong
connection that the magazine helps Auggies feel with
the College. Augsburg will continue publishing the
magazine in both print and online versions, but those
who prefer a digital format are encouraged to let us
know their preference for receiving notifications instead
of printed editions.
The topics of greatest interest across all age groups align well with the
College’s Augsburg2019 strategic vision, which states that, in 2019,
Augsburg will be a new kind of student-centered, urban university that is small
to our students and big for the world. Stories about student achievements,
alumni in their professions, and campus facilities and growth illustrate our
commitment to educating for lives of purpose, being “at the table” with
our partners and neighbors, and building a vital and sustainable institution.
In addition to those topics, the magazine will continue to include events,
speakers, obituaries, and class notes given that these topics garnered strong
response rates, especially among readers over 35 years of age.
See augsburg.edu/Augsburg2019 for information about the strategic plan.
Go to augsburg.edu/now for more information about
changing your Augsburg Now delivery format.
2
Augsburg Now
ended
event
ade a
nation
64%
h These categories were ranked substantially higher than the national averages.
prefer print
Agreement with these statements among people age 35 years or older was 10 or more percentage points higher than for respondents under age 35.
*
12%
prefer
online
Magazine
readership
23%
Ages represented:
65+
50 to 64
35 to 49
34 and under
11 percent of Augsburg’s respondents were under
age 35, which is only half of the percentage in
that age category nationally.
Attended
an event
Recommended
Top actions
taken as a
Augsburg
Recommended
result of reading
Augsburg Now
Augsburg
Augsburg’s results
National results
Made a
donation
Recommended
Augsburg
Most respondents indicated that Augsburg Now was the No. 1
way they get information about the College, and 82 percent said
they read all orprefer
mostboth
of each issue.
Most respondents said they prefer to read the printed
version of Augsburg Now, although some favor digital formats.
It is exciting to learn that 1/3 of
respondents
indicated that the magazine
Made a
donation
prompted them to recommend Augsburg
to others. One of the primary objectives of
the magazine is to equip Auggies to act as
advocates of the College, so this result was
of particular significance in measuring the
impact of the magazine.
Renaming the magazine
Although the name of the magazine was not specifically addressed
in the survey questions, the time has come to rethink the name of
the publication. “Augsburg Now” served well for decades, but in an
age of digital communication, a publication that comes out three
times per year cannot reasonably include information about what’s
happening at the moment.
As a result, the plan is to announce a new name for the magazine
in the summer 2015 issue and officially change the masthead in
the fall. Look in the summer issue for more information about these
future plans for the Augsburg College magazine!
82%
read all or most of
64% prefer print 13% prefer online 23% prefer both
Topics of interest
When asked what topics readers preferred to see in the magazine,
the following categories rose to the top.
1. Cultural events and performances
68.1% *
2. Alumni in their professions
67.5%
3. Class notes
67.4% * h
4. Institutional history and traditions
66.5% * h
5. Obituaries
65.8% * h
6. Campus facilities and growth
62.5%
7. Student achievements
61.2% h
8. Visiting speakers
60.3% * h
Subscribe to NOW@Augsburg
For the past few years, Augsburg’s alumni relations staff
has published a monthly email newsletter and blog called
“NOW@Augsburg,” which features stories about Augsburg
alumni, upcoming events, fundraising milestones, and College
accolades. Visit augsburg.edu/alumni/blog for past newsletter
content, or email langemo@augsburg.edu to sign up for the
monthly email newsletter if you are not already receiving it.
Spring 2015
3
Jamar Esaw ’05 directs members of Triad:4Christ, a gospel choral
ensemble, during the 2015 Martin Luther King, Jr. Convocation.
MANY VOICES,
BOLD VISIONS
2014-15 Convocation Series
sparks critical thinking,
meaningful conversation
The Augsburg College Convocation Series each year offers the community a chance
to hear from outstanding leaders and visionaries who ignite important conversations
and contribute to making the world a safer place for future generations.
The first event held during the spring semester was the Martin Luther King, Jr.
Convocation in January, featuring collaboration among on-campus student groups
and ARTS-Us, a St. Paul-based arts education organization; Dare 2 Be Real, a
Twin Cities-based interracial student leadership program; and Triad:4Christ, a
renowned gospel choir led by Jamar Esaw ’05.
The Batalden Seminar in Applied Ethics in February welcomed
Rami Nashashibi, executive director of the Inner-City Muslim
Action Network and a visiting professor at the Chicago Theological
Seminary. Nashashibi spoke on “The Sociology of Seerah:
Reclaiming Prophetic Tradition for Our Time and Place.”
The Koryne Horbal Lecture in March featured Janell Hobson,
associate professor of Women’s, Gender, and Sexuality Studies
at the University at Albany. Hobson’s presentation was titled
“Historical Consciousness and Black Feminist Imagination.”
4
Augsburg Now
AROUND THE QUAD
FROM SCREEN TO SCRIPT:
Auggies win big at film festival
Augsburg students were recognized for
their excellent work at the fourth annual
Student Film Festival hosted by the
Associated Colleges of the Twin Cities.
Delegates from Wells Fargo’s Diversity Council Leadership Team visit with Augsburg student leaders, faculty, and staff.
WELLS FARGO MAKES $100,000
GIFT
to the Center for Science, Business, and Religion
In recognition of Augsburg College’s leadership in closing the higher education
disparity gap for students of color in Minnesota, Wells Fargo made a $100,000
gift to the campaign to build the Center for Science, Business, and Religion.
Wells Fargo joined several other corporations—including 3M and General Mills—
in supporting the CSBR.
Dave Kvamme, CEO of Wells Fargo Minnesota,
in a statement expressed admiration for Augsburg’s
commitment to partnering with college access programs
Wells Fargo also supports a
to help recruit, support, and retain first-generation and
scholarship program through
low-income students.
the Minnesota Private College
“We support Augsburg College’s commitment to
Fund. The fund, started in 1976,
provide opportunities for a college education for those
provides scholarships at each of
students who may face life challenges to attain it,”
the 17 Minnesota Private Colleges,
Kvamme said. “We know our donation will help Augsburg
including Augsburg.
be successful in developing Minnesota’s future business
and community leaders.”
DID YOU KNOW?
U.S. BANK SUPPORTS STUDENT VETERANS
and Center for Science, Business, and Religion with
$125,000 gift
Augsburg College and U.S. Bank celebrated the
opening of the new U.S. Bank Veterans’ Lounge
on campus with a dedication ceremony this fall. U.S. Bank recently pledged
$125,000 toward the building of the Center for Science, Business, and Religion at
Augsburg, and the College recognized the contribution to the campaign by granting
naming rights to the Veterans’ Lounge.
The renovated space, located in Oren Gateway Center, honors the contributions
student veterans have made to their country. U.S. Bank and Augsburg College are
nationally recognized as top supporters of veterans and military families. Augsburg
was named a 2015 Military Friendly® School for its ongoing efforts to provide
transitioning veterans the best possible experience in higher education.
• Thomas VandenDolder ’15 won
Best Experimental Film for
“Oblivious.”
• Rebecca Schroeder ’18 won the
Best Music Video award for
“We Are The Art.”
This year’s ACTC festival included
a new screenplay contest. Students
who have participated in courses in
the Augsburg Master of Fine Arts in
Creative Writing program took home
top awards in all three categories.
• Michelle Herrin ’15 MFA won the
Overall Excellence award for
“Side Effects.”
• Amanda Symes ’15 MFA received
an Honorable Mention, FeatureLength Narrative for “Celia.”
• Mark Woodley ’14 received the
Best Short Screenplay award for
“Missing.”
The festival included work submitted
by students from Augsburg College,
Hamline University, and the University
of St. Thomas. More than 100 people
attended the film festival screenings
this year, and all films were created
during the 2013-14 academic year.
Spring 2015
5
Augsburg earns dual national
COMMUNITY SERVICE HONORS
Augsburg was the only Minnesota college or
university named a finalist on the Corporation for
National and Community Service’s 2014 Interfaith
Community Service Honor Roll as well as on the
Corporation’s General Community Service Honor Roll
with Distinction.
Augsburg is one of only four colleges out
of hundreds of applicants nationwide to be
named a finalist in the interfaith category, an
honor recognizing institutions
that support exemplary
community service
programs, promote greater
interfaith cooperation,
and raise the visibility
of effective practices
in campus-community
partnerships.
Augsburg receives
Carnegie Foundation’s Community
ENGAGEMENT CLASSIFICATION
Augsburg College has earned its second
Community Engagement Classification from
the Carnegie Foundation for the Advancement of
Teaching. Institutions are recognized based on
evidence of their collaboration with the larger
community, which:
• enriches scholarship, research, and creative
activity;
• enhances curriculum, teaching, and learning;
• prepares educated, engaged citizens;
• strengthens democratic values and civic
responsibility;
• addresses critical societal issues; and
• contributes to the public good.
Augsburg was one of only eight
Minnesota colleges or universities
recognized in 2015. The College
previously received the Community
Engagement Classification in 2008.
6
Augsburg Now
Bush Foundation grant supports
DIVERSITY IN TEACHING
Augsburg College’s Department of Education was awarded a $150,000
grant from the Bush Foundation through its Teacher Effectiveness
Initiative. The award will be used to fund a project that builds the
College’s capacity to recruit and support students of color as they work
toward a degree in teaching. Augsburg was one of only five higher
education institutions selected to receive this one-time award.
Augsburg’s Department of Education Chair and Associate
Professor Margaret Finders will lead the project in partnership
with Minneapolis Public Schools, Minneapolis Community and
Technical College, and St. Paul Public Schools. This team will
create a coordinated, sustainable infrastructure that will
recruit high-quality teacher candidates and reduce attrition.
This infrastructure will help the partner institutions engage
in proactive recruitment of teacher candidates of color
from multiple entry points, improve experiences for teacher
candidates of color, and foster smooth transitions into teaching.
AROUND THE QUAD
This winter, AUGSBURG COLLEGE PRESIDENT PAUL C. PRIBBENOW joined other private college leaders in testifying before the Minnesota State Senate Higher
Education Committee. Pribbenow thanked senators for their support and discussed the ways in which Augsburg works to best educate the state’s future leaders.
DAY AT THE CAPITOL
During the 2013-14 academic year, more than 34 percent of all Augsburg undergraduates—1,054
students—received Minnesota State Grants totaling more than $3.4 million. This February, Augsburg
College students and members of the larger Twin Cities community met at the Capitol with their
respective representatives and advocated for the Minnesota State Grant program.
Augsburg’s StepUP® program, the EAST (East African Student to Teacher) program,
Student Financial Services, Multicultural Students Services, and Athletics partnered to
recruit and train students before the event. The students’ agenda included a policy and
lobbying briefing with comments from House and Senate members representing Augsburg
and a breakfast with alumni legislators followed by a meeting with representatives.
Spring 2015
7
AROUND THE QUAD
128 AUGGIES
exhibit at the
American Swedish Institute
Led by Assistant Professor of Art Christopher
Houltberg, 128 students and six Augsburg
faculty members contributed to a collaborative exhibition, Shaping Peace, at the
American Swedish Institute in Minneapolis.
The project is a collaboration involving the
disciplines of art and design, English, music,
political science, and religion.
Shaping Peace, a visual exploration of
the past 128 Nobel Peace Prize laureates,
is on display from February 28 through
May 24 and aims to broaden the awareness
of the Nobel Peace Prize. The interactive
installation encourages viewers to actively
participate in exploring the history of
the prize by contributing their own ideas
surrounding the concept of peace.
AUGSBURG YEARBOOKS
AVAILABLE ONLINE SOON
The Augsburg College student yearbook, the
Augsburgian, is being digitized for
online viewing. Issues are
being scanned from
newest to oldest,
and all editions
dating back to the
early 1900s will be
available online
soon. Check for your
yearbook at
augsburg.edu/now.
8
Augsburg Now
Archival Photo
PRESIDENTIAL SCULPTURES undergo restoration
public monuments, sculpted busts of Augsburg College Presidents Sven Oftedal
and Georg Sverdrup. For many years, the sculptures were housed in the College’s
original Main building and Old Main before being relocated to the Marshall
Room in Christensen Center. As time passed, the sculptures had become dirty,
scratched, and damaged. In fact, the bust of Sven Oftedal had even fallen off its
pedestal, which resulted in a broken nose.
In 2014, the sculptures were properly restored for the first time in 125
years. They are now on display in all their glory in Lindell Library. All of this work
has been supported by the Nydahl Family fund, which was created in 2006 to
celebrate the history of Augsburg and the Lutheran Free Church on campus.
THE CENTER FOR
COUNSELING AND HEALTH PROMOTION
gets new name and location
The Center for Counseling and Health Promotion recently became the
Center for Wellness and Counseling to better capture the mission of the
department, which is to support students to “stay healthy in body, mind, and
relationships.” The services of the center—
to offer free counseling, low-cost medical
services at a neighborhood clinic, and selfhelp information—will remain the same.
The name change comes at the same time
the center moves from a house on the corner
of 7th Street and 21st Avenue, to a remodeled
first floor of Augsburg’s Anderson Residence
Hall. The new location will allow students easier
access as well as add a dedicated relaxation
space. The house that the center staff once
occupied will be razed this spring as part of the
preparation of the area where the new Center for
Science, Business, and Religion will be built.
explores reputation management
During spring semester, Augsburg
College invited leaders with experience
in the for-profit and nonprofit sectors
of the Twin Cities business community
to share their expertise as part of the
annual Clair and Gladys Strommen
Executive Speaker Series.
In February, Lynn Casey,
CEO at PadillaCRT,
spoke on building and
protecting reputations
in real time. Casey also
discussed her work at
the Minneapolis-based headquarters
of PadillaCRT—the largest employeeowned agency in the United States.
Courtesy Photo
FROM 1888 TO 1890, Jacob Fjelde, a Norwegian portraitist and creator of
SPEAKER SERIES
The College welcomes
MayKao Hang, president
and CEO of the
Amherst H. Wilder
Foundation, in April.
Hang leads the
foundation as it works to live out its
mission to promote the social welfare
of persons resident or located in the
greater St. Paul metropolitan area.
Courtesy Photo
ABOVE: Augsburg’s historic presidents sculptures were first
housed in the College’s original Main building. RIGHT: The
sculptures are transported to a professional restorer.
Courtesy Photo
STROMMEN EXECUTIVE
“When we’re talking about building and
protecting reputations, high standards,
good character, and good operating
principles up-and-down [an organization]
are really essential ingredients.”
–Lynn Casey
Spring 2015
9
Meet Dave Conrad
Dave Conrad has honed his knowledge through decades of work as an
independent business consultant, his experience in sales and marketing
for public and private companies in a range of industries, and his
positions in higher education. He’s author of “Ask Dave,” a column for the
Rochester Post-Bulletin. His first book, which shares the same name as
his column, is available for purchase at the Augsburg College bookstore.
Ask Dave
EVERYDAY
WORK ADVICE
FOR
E
I
G
G
U
A
Y
R
E
V
E
Business professor Dave Conrad shares workplace guidance
with 100,000 readers through weekly newspaper column
BY STEPHANIE WEISS
T
he majority of American workers report being unhappy
in their jobs. One of the biggest factors for this
dissatisfaction is poor workplace communication, according
to The Conference Board’s annual survey of 5,000 U.S.
households. Other top factors that contribute to workplace
dissatisfaction include issues related to compensation,
recognition, and career development.
None of this is surprising to Dave Conrad, assistant director
of the Augsburg College Master of Business Administration
program at Rochester and associate professor in Rochester and
Minneapolis. Each week for the past eight years, Conrad has
shared straightforward business and workplace guidance with
100,000 readers of his column, “Dear Dave,” published in the
Rochester Post-Bulletin since 2006.
Conrad said that while he fields plenty of questions on
workplace communication issues, he also responds to
queries on everything from conflicts among coworkers to
issues of company culture, managing change, and problem
solving. There’s probably no question that has been left
unasked of Conrad. And his advice is so popular that he
published a book based upon his column and has another
one in the works.
Conrad dispenses usable guidance that blends
management processes with leadership thinking so that
readers can gain insight into the worlds of their coworkers.
“My readers tend to be everyday, hard-working staff
employees or mid-level managers who need everyday advice,”
he said.
Spring 2015
11
Clear counseling cleans up
clumsy communication
Conrad doesn’t really need to be told
by a national survey that communication
problems vex employees at all levels.
He knows it because, time and again,
he receives questions from readers
struggling to give voice to their opinions
or to share information about the
direction an organization is heading.
“People are bursting at the seams
with ideas, input, and feedback, but
there often is no one listening,” he said.
When one reader in 2013 asked
Conrad why it seems that managers don’t
interact with employees—not even to ask
how the employees are coping—Conrad
delivered his trademark guidance, mixing
simple steps with insight:
“Organizations thrive on
communication and dialogue. It is
crucial that managers simply interact
with employees ... and ask if they can
help the employees in any way,” Conrad
wrote. “Managers should pass along
information about the company that will
help employees understand the mission,
vision, goals, and objectives pertaining
to where the company is heading.”
Conrad said that the reason this
type of communication is critical
is because it creates what he
calls “we-ness,” a shared purpose
among employees that can inspire
everyone to work toward shared goals.
Conrad also offers practical
guidance for how managers should
communicate with employees:
share honestly, strive to promote
dialogue, ensure every voice is heard,
and welcome ideas and input without
chastising the messenger.
When a manager asked Conrad
how to more effectively guide change
after learning that her employees
felt she didn’t connect well with
those employees who most needed
information, Conrad first shared insight
on the organizational need to develop
12
Augsburg Now
“Keep things fresh,
engaging, and
constructive—dare
I say ‘positive.’”
Read Dave Conrad’s weekly column in the local
business section found at postbulletin.com.
a change-management communication
plan. The creation of such a plan is
an important step in ensuring that the
manager delivers the right information
to the right people at the right time.
He followed up with the types of
information to include in the plan so
all his readers could understand steps
toward shaping and managing change.
“Communication gaps and
weaknesses must be discovered,
and a systematic means of providing
instructions, information, and
feedback must be created and
implemented,” he responded via
the 2014 column. “To get and keep
people on board: Explain the ‘why’ of
the change. Clearly communicate the
vision, mission, and the objectives of
the change management initiative.
Have and articulate ideal outcomes.
Get people interacting and sharing
ideas and perspectives.”
Insight for Auggies
Conrad’s approach was no different
when we asked him what insight he has
for Augsburg College alumni just starting
out in the work world and those who
want to grow their careers.
Conrad said that it’s likely Auggies
who are beginning their careers will
need to perform unglamorous — and
possibly, humbling — work for a while.
But that’s normal.
“I love the saying: If you do what
you love, you will never work a day the
rest of your life,” Conrad said. “The
problem is, when you’re just out of
college, it’s easy to get confused about
what you can do in the workplace, or
even what you want to do.”
Just as Auggies are sorting through
what they might want to do, employers
will be watching. Conrad encourages
Auggies to stay positive, maintain
enthusiasm, and take on tasks they
never thought they would have to
perform. Early in their careers, he said,
Auggies should show off their work ethic
no matter the task assigned.
Conrad’s tips for young employees
include taking on the assignments
nobody wants, asking managers for
feedback on their work, and seeking
guidance for how to earn promotions.
“Not only is this a way to
demonstrate drive and ethic, but
it also offers a way to practice the
communication skills that make a
workplace more rewarding,” he said.
For Auggies further along in their
career, Conrad offers similarly upbeat
advice.
“Keep things fresh, engaging, and
constructive—dare I say ‘positive,’”
he said. “Volunteer for small and big
projects, mentor budding managers,
be there for people in need, learn new
things, and do anything that shows
care about the productivity and wellbeing of the organization, others, and
especially yourself.”
Employers are attracted to employees
who understand the importance of their
work on their team, department, and
organization. Through the reflective
practices and hands-on learning built
into an Augsburg College education,
Auggies leave campus knowing how
their work makes a difference in the
world, and they are ready to lead in
organizations ranging from nonprofits to
Fortune 500 businesses. And, they are
ready to do it well.
IT TAKES AN AUGGIE
IMPACT
Augsburg’s day of record-breaking
fundraising supports new opportunities
More than 1,300 donors gave Augsburg College more than
$430,000 on Give to the Max Day 2014. For the second year
in a row, Augsburg surpassed every other Minnesota college
or university in this annual online fundraising event. The
achievement reflects the work of alumni, faculty, and staff
who championed nearly three dozen unique projects.
A new drone copter for
student filmmakers.
IN THE CLASSROOM
$1,605 was raised to help students purchase essential — but
sometimes pricey — textbooks for class.
The College launched its first student-run publishing organization,
Howling Bird, which is part of the Master of Fine Arts in Creative
Writing program.
The Communication Studies Department purchased a drone camera
that takes student filmmakers’ work to new heights. (above right)
ON-CAMPUS RESEARCH
Biology students will benefit from the
opportunity to fund additional DNA
sequencing critical to their research.
Faculty in the Department of History will
further their research on topics ranging
from the deathbed conversions of medieval
knights to Minnesota after the Civil War to
women’s medicine in the Victorian era.
LEARN ABOUT THE
OTHER PROJECTS
AUGGIES ON THE MOVE
The Augsburg College women’s hockey team
traveled to four European countries, playing
games against international opponents, and
touring historic and cultural sites.
Gifts from Give to
the Max Day helped
to fund student
learning and success
through 34 projects.
Find the full list at
augsburg.edu/now.
Spring 2015
13
AUGGIES HAVE
AND
FOOD COOKING
DOWN TO A SCIENCE
Unique course makes science
approachable for all students
Ceviche is a South and Central American favorite that’s also
been popularized in the United States. It’s a bright and flavorful
seafood dish that’s not raw, but it’s not exactly cooked either. In
fact, it’s never exposed to heat.
Although it’s not cooked in the traditional sense, the raw
fish in ceviche goes through a chemical process that rearranges
or “denatures” its proteins, much like what happens when meat
or other protein is cooked with heat. The acid in citrus juice
cures the raw fish, which makes it safer to eat.
This is just one of the fascinating processes students learn
in one of Augsburg College’s popular physics courses: The
Science of Food and Cooking, taught by Associate Professor
Ben Stottrup.
Among other concepts, students in the course learn the
fundamental physics and chemistry of materials science through
hands-on preparation, like the phase change that occurs when
spinning cotton candy and the Maillard reaction caused by
searing a steak. They are taught the mechanical properties of
ricotta cheese and the states of matter in a root beer float.
And the students love experimenting with various cuisine.
SPECIAL THANKS to chefs Erick
*
Harcey of Victory 44, Landon Schoenefeld of
Haute Dish, and Karyn Tomlinson of Borough for
lending their expertise to the course.
14
Augsburg Now
“My biggest takeaway from this class is that science is,
in fact, present in everything in our daily lives,” said Cynthia
Del Villar ’15, business administration and economics major.
“Even eating is a daily reminder that food undergoes its own
scientific transformation through cooking or even combining
certain ingredients, like oil and vinegar.”
Del Villar took much away from the class—from learning how
to prevent freezer burn to emulsifying a mayonnaise to gaining
an understanding of heat transfer through a molten chocolate
cake. But she also made a personal contribution to the course—
her Mexican family’s traditional shrimp ceviche recipe for
experimentation in the lab. (See recipe on the next page.)
Restaurant reviews, cook-offs, and potlucks
But it’s not just the food that gets students engaged—Stottrup
also introduces competition and community involvement. For
example, while baking cupcakes, some groups are allowed the
use of measuring devices while others are not. Or some use
measurements based upon volume versus weight. This, of
course, determines the outcome of each recipe.
At the end of each lab,
guest judges from
“
This is a traditional family recipe
from my parents’ home state of
Nayarit, on Mexico’s west coast.
- Cynthia Del Villar ’15
MY AUGGIE EXPERIENCE
SHRIMP CEVICHE FOR A CROWD
Serves 20
INGREDIENTS:
• 4 pounds headless shrimp
• 10 medium limes
• 10 medium tomatoes
• 4 large cucumbers
• 1 purple onion
• 8 small green serrano chili peppers
• 2 tablespoons salt
• Tortilla chips
PREPARATION:
1.
Cleanse shrimp in water, peel completely, and
chop into half-inch pieces. Place in large bowl
and set aside.
2.
In a blender, combine lime juice and serrano chili
peppers and blend until smooth. Pour over shrimp.
3.
Add 2 tablespoons of salt to mixture and stir.
various departments on campus decide whose dish was most
successful. The competition and participation of the wider
campus community “creates an educational, memorable, and
interactive experience,” Stottrup said.
Members of the greater Twin Cities restaurant scene
also play an important role in the class. One requirement of
the course is that students dine at one of three well-known
Minneapolis restaurants and then write a restaurant review
describing the materials science on their plate. Afterward, one
chef from each restaurant comes to campus to participate in a
panel discussion on the creativity and lifestyle of being a chef.*
Community members participate in these panel
discussions each term, which range from local cooks revealing
the process of handcrafting the perfect scoop of
natural, organic ice cream to urban
planners explaining
4.
Cut onion into thin slices and add to shrimp. Allow
mixture to sit for 20 minutes.
5.
In the meantime, dice tomatoes and cucumbers
into small cubes and add to shrimp.
6.
Mix all ingredients well and salt to taste.
7.
Serve with chips or tostadas.
sustainable food systems to entrepreneurs from the craft beer
industry talking about the chemistry of brewing.
To wrap up the semester, the class participates in a
“Minnesota potluck,” where each student makes a dish to
share and describes the science behind it to their peers.
These engaging, communal activities make science “fun
and accessible to all students, not just science majors,”
Stottrup said. He hopes the class helps students gain a new
appreciation for science, as well as “for growing, preparing,
cooking, and simply enjoying food.”
BY CHRISTINA HALLER
Spring 2015
15
A TALE OF TWO
AUGGIES
ST. PAUL
COLLEGE EXPERIENCES SHAPE WORK
BY ALUMNI IN THE MINNESOTA
CAPITAL AND ON THE NORTH SHORE
BY STEPHANIE WEISS
As a young man growing up on Minnesota’s far western prairies
during the 1960s, Allan Torstenson ’75 felt the lure of big cities
tugging at him when he was deciding where to go to college.
He considered leaving his hometown of Dawson, Minn., for
campuses on the coasts in Berkeley, Calif., or New York City,
but it was the beehive of activity in Minneapolis and near the
Augsburg College campus that drew him in.
16
Augsburg Now
“I was watching the anti-war movement unfold on
television. People in a counter culture were fighting
construction of HUD-planned communities, including Cedar
Square West,” he said. “It was all happening on the West Bank
of Minneapolis. I wanted to be there to watch it.”
At the same time that Torstenson was responding to the pull
of Augsburg and all that its location in the heart of Minneapolis
offered students, Mark Johnson ’75 found himself similarly
drawn to Augsburg from his hometown of Two Harbors, Minn.,
on the scenic north shores of Lake Superior.
When the two young men arrived at Augsburg, they began to
explore life in the city. They were among the first to enroll in what
was a brand new interdisciplinary major, metro urban studies.
Allan Torstenson ’75
St. Paul city planner
Mark Johnson ’75
Two Harbors city planner, retired
Courtesy Photos
TWO
HARBORS
This new program would prove to build a solid foundation
for the careers of both men, equipping them to navigate
constantly changing landscapes in their careers. Torstenson’s
Augsburg College education provided the skills and knowledge
to begin work as an intern in 1981 for the City of St. Paul—
where he continues to work today as principal city planner with
responsibility for planning and zoning.
Johnson’s education allowed him to successfully return to
Two Harbors where he took a detour from city planning for more
than 20 years to run the family business before becoming the
city planner from 1999 until his retirement in 2001.
Industry changes reshape Minnesota cities
Two Harbors is the birthplace of Minnesota Mining and
Manufacturing (3M) and was long shaped by the railroad
and an ore shipping port. St. Paul is the state capital and
has been home to breweries such as Hamm’s and Schmidt’s,
manufacturing such as Whirlpool and the Ford Assembly Plant,
and more.
When the dominant industries in the cities served by
Torstenson and Johnson inevitably shifted over time, the two
planners needed to interpret what those changes meant for their
communities.
Spring 2015
17
Courtesy Photo
In Two Harbors, the changes meant an opportunity to
reclaim what once were private railroad beds and begin
converting rails to trails. It also meant the opportunity to create
greater public access to the waterfront.
In St. Paul, Torstenson was faced with answering questions
about how to respond to a changing economy that has resulted
in the shuttering of multiple large businesses.
“Our big building and manufacturing companies—Ford in
Highland Park, Whirlpool on the East Side, [and] the breweries
are all gone,” Torstenson said. “Our challenge was to begin to
address the economic, structural, and job training issues left in
the wake of these closings.”
One of the problems faced by Torstenson is that the
underpinnings of earlier city planning—as it was practiced
in the United States after World War II—wasn’t flexible or
resilient, two concepts now at the forefront of civic design.
From the 1950s through the early 1980s, city planning
primarily relied upon a single-use approach that identified
different areas—or zones—for different uses. Single-family
housing was clustered in one area, and apartments and
condominiums in another area. Businesses were situated
somewhere else, and industrial areas were planned in yet another
spot. This type of planning, possible largely because of the
automobile, created what we now understand to be an expensive
form of spread-out development often called “sprawl.”
This type of segregated development can make responding
to changing markets and demands difficult.
“Cities need to think about the social and market needs of
the people who live there,” Torstenson said. “Cities also need
to be resilient in their design so that they can be sustainable
while evolving to meet changing needs.”
The more compact, high-density design used in Oslo,
Norway, after World War II (and studied by both Torstenson
and Johnson during their undergraduate study-abroad trip to
Scandinavia in 1973) now is shaping the work Torstenson
does for St. Paul. Multi-use design allows buildings to be
placed closer together and to be used in multiple ways all at
18
Augsburg Now
once. Business and light industry can be placed at street level
with housing above. It means residents of a building have a
greater likelihood of being able to walk to work and shop close
to home. In addition, these environments typically include
sidewalks, bike lanes, and public transit—whether in the form
of light rail, trains, or streetcars.
“Many people want to live and work in a close, compact
area,” Torstenson said. “Mixed-use and shared-use planning
can create ways for us to change to meet the demands of a new
and creative, diverse, and collaborative economy.”
Today, Torstenson continues to work to shape a city code
that will guide
“The question always has been:
higher-density
development and How can we manage change for
redevelopment
the good of all?” –Mark Johnson
that also fosters
efficient, flexible, and mixed-form uses with multi-modal
transportation corridors—all things that are sought-after by
the Millennial Generation as well as today’s teenagers who are
putting off learning to drive in favor of public transit.
While Torstenson was working in St. Paul, Johnson was
grappling in Two Harbors with a community that at first didn’t
have a history of proactive engagement, which meant that
change had the potential to be seen as negative and foster
greater outcry.
“The question always has been: How can we manage
change for the good of all?” Johnson said. “There are always
unintended consequences of change. At the core, we have to
respect the values of the community we work with, and we have
to reflect those qualities in the work.”
Community-classroom connection
MAKES REAL-WORLD IMPACT
Shawn Thompson Photography
Two Harbors railroad depot near Lake Superior
For instance, when Two Harbors in the 1990s began
the work of creating greater public access to the waterfront
by converting old railroad beds to trails, the community
wasn’t happy.
“It seems that, in a smaller community, there can be a
lot of pushback on any type of change,” Johnson said. “North
Shore people are tough, independent. It’s just innate. We’ve
spent our lives battling Lake Superior.”
But civic engagement is one tool that local governments
such as cities and counties, no matter their location, can
use to help learn about and understand the desires of a
community.
“Community involvement is important,” Johnson said.
“My job was a chance to encourage people to reach out
beyond themselves and to seek ways to be a bridge builder of
relationships.”
Although Johnson retired from city work more than a
decade ago, he remains involved in Two Harbors through
a community fund that he helped establish and that is
used to support new projects in response to emerging and
changing needs.
Johnson said that his days as an Augsburg student
continue to influence him today and have played a role in
creating a rewarding path for someone who has been driven
to serve.
“I never saw my work at the family business or as
city planner as separate paths,” he said. “My work as an
employer, as a city planner, and as someone with an interest
in community service gave me ways to make Two Harbors a
better place.”
Community engagement is an essential part of
city planning, but how that takes shape beyond
town hall meetings and open forums varies.
City planners meet with community
members, government entities, and local and
federal agencies to gather perspective, priorities,
and input from groups before projects are
undertaken. But getting community participation
that represents the diversity of viewpoints and
priorities of any community is challenging.
The Friendly Streets Initiative in St. Paul is
an emerging model of community engagement
that aims to identify the shared needs and wants
of people directly impacted by proposed change.
It’s a model being forged by Lars Christiansen,
lead organizer of FSI and associate professor of
Augsburg’s interdisciplinary metro-urban studies
program. Christiansen, who also is chair of the
Augsburg College Sociology Department, is known
DARIUS GRAY ’15
for his teaching and scholarship focused on urban
resilience and sustainability, and public engagement.
Because of this community-classroom connection, metro-urban
studies majors such as Darius Gray ’15 have augmented classroom
experiences with hands-on learning.
“We engage [people] to give input on how they want their street to be
designed,” said Gray, who has worked as an FSI intern for the past three
years. “Basically we throw block parties and ask questions like: What if
this was on your street? How would you feel?”
FSI staff facilitates community organizing, gathers and examines
information, and helps citizens understand how local government operates.
“The model of engagement used by the Friendly Streets Initiative
invites in those who feel left out of planning processes or who believe their
input is sought for projects that are already a fait accompli,” Christiansen
said in his article, “The Friendly Streets Initiative: Bringing Community
Voices into the Planning Process.”
Christiansen writes that this groundbreaking work has unearthed
lessons for successful community engagement, including bringing
multiple voices into the mix before formal planning is underway; creating
community engagement events that are fun, family-friendly, and easy
to access; helping neighbors navigate formal city processes; and using
multiple methods to garner input.
Through their work in the classroom and out in the community, a new
generation of Augsburg College students is prepared to leave its mark on
American cities and to steward the world’s resources well into the future.
Learn more about the Friendly Streets Initiative and model used at
friendlystreetsinitiative.org.
Spring 2015
19
USING MUSIC’S POWER
TO SOOTHE AND INSPIRE
COMPILED BY REBECCA JOHN ’13 MBA
In addition to regularly composing music for Twin
Cities companies including Theater Latté Da, Stages
Theater Company, and Wonderlust, Aaron Gabriel ’99
serves as resident composer for Interact Theater.
Interact is a radically inclusive theater company
that creates new musical theater for performers with
and without disabilities, and Gabriel is committed to ensuring that
each production is shaped by and for the performers. This winter,
he took his expertise on the road—spending a month in Chiang Mai
collaborating with Interact Thailand and the children it serves.
“We’ve created many new scenes and many new songs for
The Love Show—a show about all the different ways we find love
in life … We decided to write The Love Show because one of our
performances falls on Valentine’s Day (a very popular holiday in
Thailand). The songs and stories will all deal with different kinds
of love: romantic love, love of friends and family, love of singing,
love of disabilities, love of food.”
Thematically, the show resonates with nearly all audiences,
but the cast and crew greatly anticipate one special attendee.
In July, the children will perform an excerpt of the show for
Her Majesty the Princess of Thailand, who will be visiting the
hospital that houses Interact Thailand for its grand opening, “so
it’s important,” Gabriel said, “that the songs and scenes really
showcase the stories and talents of these unique performers.”
Comments are from Gabriel’s blog chronicling his work with the Rajanagarindra Institute
of Child Development in Chiang Mai, Thailand, the hospital that houses Interact Thailand.
aarongabrielcomposer.com
20
Augsburg Now
Photo courtesy of amyandersonphotography.com
AUGGIE VOICES
#MLKConvocation @AugsburgCollege. Lovely!
Thank you @JamarEsaw for fillin’ my spirit.
And … wow, #AmaniWard is only 15! Lordy.
-Tweeted by community member Noreen Bulmann
after the Martin Luther King, Jr. Convocation
MUSIC MOVES US.
It makes us
smile, dance, cry,
remember. Like Augsburg alumnus Jamar Esaw ’05, whose
choral ensemble, Triad:4Christ, performed at the College this
past Martin Luther King, Jr. Day, Auggies are sharing their
musical gifts with their communities and the world.
Conie Borchardt ’98 founded Grace Notes hospice
choir, a group that sings to people in hospice care
at Twin Cities nursing homes, and co-created the
Arts Responding to Foreclosure (ARF) project,
which, she says, creates a community for people
experiencing foreclosure—turning an isolating
experience into a supportive one.
Music, Borchardt says, transforms us and changes us from
the inside out. She has witnessed music’s power to unite and
soothe—both performers and audiences—during times of financial
challenge and even in a person’s final hours.
“We have been blessed with so many meaningful moments
… We sang for a gentleman who seemed at peace, though his
breathing was labored. We sang to him about journeys. Later
we would find out that he completed his earthly journey about
24-hours later.
“And then there are the stories we could tell you about
other second-hand listeners! … Some non-hospice residents
spontaneously decide to join our band of singers on rounds to the
amusement of the nursing staff. Oh, and the staff smiles we see.
Some are coy and some are gratefully enlightened for the service
we provide. It is like watching the sunrise change your mood!”
“There are times in life when I am absolutely
certain, beyond a shadow of a doubt, that
music, singing, movement, and dancing are
how we heal ourselves,” said Nicole Warner ’01,
an Augsburg College alumna whose major in
music performance prepared her for life as an
independent artist and professional ensemble singer.
In 2011, Warner had the opportunity to sing the Mozart
Requiem in a United We Stand concert marking the 10-year
anniversary of the Sept. 11 terrorist attacks. Opportunities like
this one remind Warner why the joy she feels while singing
is only a small part of the performance’s real impact. It’s the
audience, she says, who are truly benefiting.
“Most of the time, I think of the beauty of the people sitting
in front of me, and I wonder at their ability to take in the music,
to restore their souls, to be filled by and to fill up with the
music,” she explained. “Time gets lost, and we all get lost in the
music together.”
Comments are from the 2011 “To Sing is to Heal” blog post regarding Warner’s
participation in the 2011 United We Stand concert. nicolewarner.com/blog
Photo courtesy of Karen Nichols Photography, knicholsphoto.com
Quotations are from the Points of Light Music blog written by Borchardt.
pointsoflightmusic.blogspot.com
Photo courtesy of Intermedia Arts
To learn more about Auggies at the intersection of
career and composition, go to augsburg.edu/now.
Spring 2015
21
PA S S I N G O N A
Augsburg College volleyball finds success
on 40th anniversary of historic season
This fall, the Augsburg College women’s volleyball team qualified for the NCAA
Division III National Tournament for the second straight year, an achievement that
marked its reemergence as a regional powerhouse.
Recent team successes—which include back-to-back co-conference
championship seasons and several All-American honors—hearken back to the
achievements of Augsburg’s earliest volleyball teams.
THE FIRST FEW YEARS
Archival Photos
Augsburg launched its varsity volleyball program in 1972 when students
Nancy Soli Mollner ’75, Marilyn Pearson Florian ’76, and Cindy Schendel ’76
walked into the office of Athletic Director Joyce Anderson Pfaff ’65 to ask about
joining Augsburg’s volleyball team. Anderson Pfaff didn’t have the heart to tell
The Augsburg College women’s volleyball team during the 1974-75 season.
22
Augsburg Now
Photos b
y John N
icholso
n
AUGGIES ON THE COURT
The Augsburg College women’s volleyball team
earned Minnesota Intercollegiate Athletic
Conference regular-season co-champion honors
during the 2013 and 2014 seasons.
the passionate students that there was no team at the time, so
she created one on the spot.
Augsburg’s first volleyball players proved their sport was to
become a staple in Auggie athletics, and in 1973 the College
hired star coach Mary Timm. The next year, the volleyball team
earned a perfect 8-0 record at home.
While there were 14 women on the roster during the 1974
season, six Auggies played nearly every minute of the regular
season and did, in fact, play every minute of the postseason.
The Auggies completed the regular season with a 15-4 record,
which earned them a spot in the Minnesota Association of
Intercollegiate Athletics for Women State Tournament, where
teams competed against one another regardless of their
schools’ sizes or types. After beating Concordia-St. Paul,
Bemidji State, and the University of Minnesota-Duluth, the
Auggies faced the No. 1 seeded University of Minnesota in the
finals. Soli—a setter and team captain—dislocated her thumb
in the first game, but adrenaline allowed her to continue to
play, ensuring that the Auggies could maintain the offensive
strategy they had in place all season.
Augsburg didn’t win the tournament, but its secondplace finish secured a bid to participate in the Association for
Intercollegiate Athletics for Women Region 6 Tournament at the
University of Nebraska. However, there was one more obstacle
to overcome: the team was ineligible to participate because of
an issue with its AIAW membership.
Anderson Pfaff was determined to remedy the issue, so
she and Soli filed a complaint with the District of Minnesota
fourth court. After the Auggies successfully argued their case,
United States District Judge Miles Lord allowed Augsburg
to participate in the regional tournament, but his ruling was
made just one day before the tournament was set to begin.
When they got the news, the Auggie crew jumped in vans and
drove all night, arriving in Lincoln, Neb., at 3 a.m. only to find
that there was no place to stay due to a Nebraska-Oklahoma
football game that weekend.
At the regional competition, the underdog Auggies ended
up playing 10 matches in only three days and earned a
fourth-place finish—the best finish for an Auggie volleyball
team until its NCAA tournament appearances in 1982,
2013, and 2014.
TODAY’S PLAYERS
Augsburg College volleyball alumnae from across the past
four decades continue to support the talented students
who take to the court in Si Melby gymnasium each fall.
Alumnae involvement ranges from cheering in the stands to
encouraging the young women as they venture out into their
careers and callings after college.
Current Head Coach Jane Becker, a two-time MIAC and
Region Coach of the Year, sees firsthand the ways that those
from the College’s past help uplift its future.
“Being a part of rebuilding the Auggie volleyball program
has truly been a remarkable experience,” Becker said. “I am
so blessed to work with such a talented group of studentathletes and to be so supported by an amazing group of
Auggie alumnae.”
BY KELLY ANDERSON DIERCKS
Spring 2015
23
U.S. President Jimmy Carter, the 2002 Nobel Peace Prize Laureate, spoke to a
sold-out crowd at the 2015 Nobel Peace Prize Forum. He discussed the need to
protect the rights of women and girls, setting the stage for further discussion on
the last day of the Forum, which was International Women’s Day.
NOBEL PURSUITS
BY STEPHEN GEFFRE AND LAURA SWANSON
2015 Nobel Peace Prize Forum
This spring, the 27th annual Nobel Peace Prize Forum embraced
a new, interactive approach in fulfilling its charge to inspire
peacemaking.
Even before opening its doors to audiences from March 6-8
at the Radisson Blu Hotel in Minneapolis, the Nobel Peace Prize
Forum encouraged Augsburg College community members—
and citizens across the globe—to share the ways they promote
peace in their daily lives.
In 1989, the Nobel Peace Prize Forum was founded by
five Norwegian-American colleges under the auspices of the
Norwegian Nobel Institute to inspire peacemaking by exploring
the work of Nobel Laureates and international peace builders.
According to Gina Torry, executive director of the Nobel Peace
Prize Forum, the event also has the power to change the
dialogue around peace by uplifting the important roles all people
play in fostering a more just, amiable, and nonviolent world.
Using a common theme, #peaceitforward, individuals
spanning generations and continents shared in social media how
their actions positively shape the present and the future.
The “#peaceitforward [campaign] was not just about the
prevention of conflict but the promulgation of good,” Torry said.
The campaign uplifted “the idea that you can be an ordinary
person and still do something extraordinary, which is a powerful
message that the Laureates send.”
This year’s Forum concentrated on the work of 2013 Nobel
Laureate The Organisation for the Prohibition of Chemical Weapons
and also featured former U.S. President Jimmy Carter, the 2002
Nobel Laureate who presented, “A Call to Action: Women, Religion,
Violence, and Power.”
The Forum welcomed more than 1,000 attendees, known
as delegates, during its three days and invited these individuals
to join in the important work of peacemaking—a task that aligns
with Augsburg’s own identity and role in educating students to
be informed citizens, thoughtful stewards, critical thinkers, and
responsible leaders.
View #peaceitforward images, read comments, see
additional event photos, watch featured presentations,
or learn more about the Forum at augsburg.edu/now.
24
Augsburg Now
INSPIRING PEACE
1 Former Prime Minister of Norway Gro
Harlem Brundtland [at left] stops to chat with
Nobel Peace Prize Forum delegates after her
speech on human rights and democracy.
1
2 Director-General Ahmet Üzümcü [at right],
a representative of the 2013 Nobel Peace Prize
Laureate The Organisation for the Prohibition of
Chemical Weapons, speaks with Minnesota Public
Radio host Tom Crann about demilitarization and
the destruction of chemical weapons.
4
3 An ensemble of Native American women
sings on International Women’s Day to honor and
raise awareness of those Native American women
who are victims of violence.
4 The closing presenter at the Forum,
Sanam Naraghi-Anderlini, co-founder of the
International Civil Society Action Network, calls
for greater participation by women in global
conflict management and peace building.
2
Arvol Looking Horse, who is the 19th Generation
Keeper of the Sacred White Buffalo Calf Pipe and a
spiritual leader of the Lakota, Dakota, and Nakota
nations, offers closing comments on the second
day of the Nobel Peace Prize Forum.
Rev. Mark Hanson ’68, Imam Muhammad Ashafa, and Pastor James Movel Wuye
[L to R] share a laugh during their panel discussion at the Forum. Ashafa and Wuye
are featured in a 2006 film, “The Imam and the Pastor,” which is a story about
forgiveness and grass roots peace initiatives.
Augsburg College President Paul C. Pribbenow [at right] participates in the
dearworld.me portrait project by having words of peace written on his arms. Robert X.
Fogarty, founder of dearworld.me, brought his internationally renowned project to the
Forum to help participants share their messages of hope and peace.
HOST SPONSOR
LEAD ACADEMIC PARTNERS
DIALOGUE SPONSORS
PEACE BUILDERS
DELEGATE SPONSORS
THANK YOU SPONSORS
ALUMNI NEWS
FROM THE ALUMNI BOARD PRESIDENT
Dear alumni and friends,
I
was connected to Augsburg
as a student working in the
admissions office, as a resident
assistant, and even after college.
But there’s something that comes
with age, time, and distance that
really makes me appreciate the
Augsburg that I continue to be
involved with today. When I began
to connect with fellow Auggies and
eventually the Alumni Board, my connections to the College
were enriched, and they continue to grow.
Augsburg has grown, too. It’s exciting to see the ways
in which the College has become larger—not only with new
buildings and faculty, but through an energetic and engaged
commitment to the city and the community—in both programs
and leadership. Augsburg is thriving, and this growth makes
me so proud to call myself an Auggie.
In honor of Augsburg’s sesquicentennial in 2019, the
College is embracing a vision for its future that is both bold
and rooted in values that are uniquely Augsburg.
Focusing on where the College wants to be in 2019, the
Augsburg Board of Regents and President Paul C. Pribbenow
engaged the College community in creating a strategic vision
statement that includes three aspirational dimensions: the
College will educate for lives of purpose, be at the table with
our neighbors and partners, and be built for the future.
I believe my education at Augsburg prepared me for the
future. When I see what’s happening at Augsburg today—
and what’s planned—I know the College’s future is bright.
Augsburg today is a place that calls many to the table to
participate in the life of the College.
The time I first heard about the Center for Science,
Business, and Religion, I may have wondered how all these
disciplines would work together in the same space. I have
come to know that this building represents the future,
and its interdisciplinary emphasis is deeply Augsburg. It
is a demonstration of the College’s vision to work with its
community, to embrace the world, and to prepare its students
for the future.
Today’s students know Augsburg as a place where faith,
service, and learning intersect. It is a College we can be proud
of, and I know I want to help build an Augsburg that continues
to generate pride and equip graduates for the world in which
we live. The outstanding scholarship and research being done
by our faculty and students deserve to take place in a facility
whose quality and capability match their exceptional work. I
want to be a part of preparing for that future.
The interdisciplinary emphasis of the CSBR will match the
world that today’s graduates enter and will truly demonstrate
Augsburg is a sustainable and vital force for educating
future generations. As you’ll see on the inside of the back
cover of this magazine, we can all be part of building that
future for Augsburg by buying a brick that will be a part of
this important new building. Won’t you join me in helping
Augsburg build for the future?
Sincerely,
CHRIS HALLIN ’88, ALUMNI BOARD PRESIDENT
HOMECOMING 2015
MARK YOUR CALENDARS
OCTOBER 5–10
augsburg.edu/homecoming
OCTOBER
Spring 2015
27
ALUMNI NEWS
IN FEBRUARY, Augsburg
wrestling alumni celebrated the
championship teams from 1975, 1985,
1995, and 2005 in the College’s
Kennedy Center with a Reunion of the 5s.
Teams from these class years exhibited
exemplary accomplishments both on
and off the mat, and their successes
represent four of Augsburg wrestling’s
record 32 MIAC Championship teams
and two of the College’s record 11 NCAA
DIII National Championship teams.
Former teammates and wrestling
alumni from all classes gathered to hear
coaches and managers Jim Moulsoff and
Tony Valek ’12, and Athletic Director Jeff
Swenson ’79 share memories and laughs
about the incredible talents from these
four wrestling classes. The crowd of
wrestling legends, families, friends, and
current Auggies cheered at the Battle of
the ’Burgs competition as Augsburg took
on longstanding rival, Wartburg College,
on the elevated stage. Despite a packed
house of enthusiastic supporters,
Wartburg took the victory.
The two teams battled for the newly
created Swens-Millboy Championship
Belt. The belt is named in honor of
Augsburg’s Jeff Swenson (nickname:
Swens) and Wartburg’s Jim Miller
Mike Fuenffinger ’15 opened this
year’s Battle of the ’Burgs match.
28
Augsburg Now
(nickname: Millboy), the head coaches
who led these teams to power. Both men
won 10 national team championships
as head coaches and now, retired from
coaching, are active in supporting their
winning wrestling programs.
The belt will travel with the previous
year’s winner to the duel each year and
will be engraved with the score and the
winning team. Scores from previous
years were engraved to mark the historic
nature of this rivalry.
As Auggies, we are proud to
celebrate the history, legacy, stories, and
success of four generations of Augsburg
College wrestling. Future Auggies can
become a part of the action with our
29th year of summer wrestling camps.
Augsburg wrestling coaching staff and
athletes supervise these camps, which
serve a variety of ages. Learn more at
augsburgwrestling.com.
ALUMNI NEWS
TORSTENSON LEGACY
lives on through gifts
Augsburg alumni shaped and inspired by Professor Emeritus
Joel Torstenson, known as the College’s “father of sociology,”
have contributed more than $180,000 to the Center for
Science, Business, and Religion to honor the legacy of the
man who greatly influenced their Auggie experience.
Torstenson, who died in 2007 at age 94, was well known
for his advocacy for civil rights and social services. His
decades-long legacy is being extended and honored through
generous gifts to name a hall for him in the new CSBR.
One alumnus central to the effort to honor Torstenson is
the Rev. Herb Chilstrom ’54, the ELCA’s first presiding bishop.
Chilstrom, who grew up in Litchfield, Minn., said being a
student in Torstenson’s class opened his eyes to justice issues
and pulled him from his comfort zone.
Then, as today, the College’s location in the city was an
asset to its faculty and students. Torstenson’s impassioned
teaching and perspective on civil rights inspired Chilstrom
years later to fight for the rights of gay and lesbian people.
“Dr. Torstenson impacted me not only during my student
years but throughout the rest of my life,” Chilstrom said.
“He taught that if you are a Christian, you need to face the
problems of the world and be out on the front lines, even if it
makes you unpopular.”
Torstenson challenged students to confront the world’s
problems by engaging directly with individuals. It seems only
fitting, then, that Augsburg’s proposed CSBR pay tribute to
Torstenson’s influence on generations of people, including the
Chilstroms and another family with deep roots in the College:
U.S. Rep. Martin Olav ’59 and Sylvia Sabo.
“Clearly, people like Joel have an impact on what you
think and who you are,” said Rep. Sabo, who spent 46 years
serving his state and country as an elected official.
Rep. Sabo’s Augsburg connection never waned. He
served on the Board of Regents from 1973 to 1984, and
daughters—Julie ’90, a former state senator, and Karin ’86—
are also Auggies.
The Sabos share enthusiasm that the CSBR will be a great
addition to campus.
“The facilities need to keep up with the quality of the
faculty,” Rep. Sabo said. Combining three disciplines in one
facility, the Sabos believe, is a unique and positive step for
the College, which has long embraced interdisciplinary and
experiential education.
The Sabos also marvel at the lifelong friendships that
evolved from Martin’s undergraduate experience, and the
couple remains close to Torstenson’s widow, Fran.
“I’m always amazed at Augsburg,” Sylvia Sabo said. “I
think so much good comes out of it, and Martin had such a
great four years there. I think its size and location give it a
specialness that a lot of colleges don’t have.”
CENTER FOR SCIENCE, BUSINESS, AND RELIGION
JOEL AND FRANCES TORSTENSON CORRIDOR
This space will be provided through the generosity of
Norman ’59 and Delores Berg
Richard ’78 and Linda Bonlender
Herbert W. ’54 and E. Corinne
Chilstrom
Joel ’61 and Yvonne “Bonnie” ’62
Egertson
Harold Hansen ’52
Garry Hesser and Nancy Homans
Lowell O. Larson ’47
Steven ’64 and Rebecca ’65 Nielsen
Martin ’59 and Sylvia Lee Sabo
Allan Torstenson ’75 and Frances
Homans
Beth Torstenson ’66
Gale ’59 and Barbara Torstenson
Linnea Torstenson
Lyndon Torstenson ’78
Robert ’65 and Sylvia ’66 Torstenson
Herb and Corinne Chilstrom pledged $30,000 to kick off
the Torstenson corridor initiative.
“Giving is a lot of fun,” Rev. Chilstrom said. “We have
been blessed, and we like to share our blessings. Giving to the
CSBR means I can say ‘thank you’ to Dr. Torstenson for the
major impact he had on my life, and maybe, by example, we
can encourage others to do likewise.”
If you are interested in donating to the CSBR or honoring
Torstenson with a gift, contact Doug Scott at 612-330-1575 or
scottd@augsburg.edu.
Spring 2015
29
ALUMNI NEWS
AUGGIES CONNECT
on campus and throughout their careers
Building connections, facilitating networking opportunities, and
supporting students and graduates keeps the Alumni Board and Alumni
Relations engaged with inspiring Auggies year-round.
Thanks to those who attended the annual Alumni Board-sponsored
Auggie Networking Event, a reception that welcomed nearly 150 alumni and
more than 100 current students for an evening of networking, conversation,
career pointers, and speakers who shared their stories of finding success
after graduation. Among the speakers were Tina Nguyen ’08, small business
project analyst for U.S. Bank, and Greg Schnagl ’91, former educator and
founder, TeacherCentricity.
The event was a partnership with the Clair and Gladys Strommen
Center for Meaningful Work, which assists students in discovering their
vocation; offers career and internship tips; and helps students with
interviewing skills, resume building, and networking.
The Strommen Center also seeks to help companies recruit more
Auggies. One company with a strong connection to Augsburg alumni is
3M. In January, Augsburg College President Paul C. Pribbenow joined
more than 100 Augsburg graduates now working at 3M for an alumni
event coordinated by Alumni Board member Holly Knutson ’03, ’07 MBA.
In addition to celebrating the amazing presence of Auggies in
the Maplewood, Minn.-based company, the event honored Nicholas
Gangestad ’86, who last summer was appointed senior vice president and
chief financial officer at 3M.
3M also is a major donor to the Center for Science, Business, and
Religion and a strong recruiting partner, hosting internships for Augsburg
students and hiring Augsburg graduates.
If you are interested in hosting an alumni gathering at your workplace, contact
Sara Schlipp-Riedel ’06, director of Alumni Relations, at 612-330-1178 or
schlipp@augsburg.edu.
More than 200 Augsburg College students and alumni attended the 2015
Auggie Networking Event.
New Volunteer and Alumni
Engagement Manager
Katie Radford ’12 joined the Augsburg Alumni and
Family Relations team in January as the new volunteer
and alumni engagement manager. In this role, she hopes
to continue to provide meaningful opportunities for
students, alumni, and friends to connect, give back, and
thrive together as Auggies.
Radford previously worked at Greater Twin Cities
United Way, helping plan and execute corporate United
Way campaigns dedicated to community outreach,
volunteerism, and community giving. She is excited to
be back at Augsburg to continue those initiatives in the
College’s community. If you are interested in volunteering,
mentoring, or serving in a volunteer leadership role, email
her at radford@augsburg.edu.
SHARE YOUR EXPERIENCE
All over campus and in corporate communities, Auggies
are connecting and sharing their insight and expertise.
There are many ways to support current students and
recent graduates as they move between classroom and
career. No matter your position—whether you’re navigating
a career change or looking to bring more Auggies into your
workplace—Augsburg programs can help.
As alumni, you are invited to share your career
expertise, interests, and life experience with Augsburg
students. One way to do this is through the mentorship
program Augsburg Builds Connections. Learn how to
get started in this program by contacting Katie Radford,
volunteer and alumni engagement manager,
at volunteer@augsburg.edu.
To learn more about helping Auggies succeed or to
take advantage of career planning services and graduate
school information, contact the Clair and Gladys
Strommen Center for Meaningful Work at 612-330-1148
or careers@augsburg.edu.
ALUMNI CLASS NOTES
1951
John Garland lives in
St. Paul and has fond
memories of his time as sports
editor for the Echo, including the
rare time he covered a meeting of
the Augsburg Women’s Club. He
recently shared a couple of his
columns with Augsburg Now. In
his final column, he handed the
reins to Richie Howells ’52 and
paid tribute to fellow writers.
1953
Edmund Youngquist
first remembers being
drawn to Augsburg in 1945.
Augsburg’s choir put on a concert
at Calvary Lutheran Church in
Mora, Minn., and soloist Evelyn
(Amundson) Sonnack Halverson
’43 became a never-to-beforgotten memory. “At Augsburg,”
he writes, “I roomed in Memorial
Hall with Jerry Elness ’54 and
Wally Hanson ’54. An occasional
visit to our suite was from blond,
blue-eyed Herb Chilstrom ’54.”
After graduation, Youngquist
graduated from Luther Seminary
in St. Paul and was ordained in
1958. His daughter, Margaret
“Grit” Youngquist ’79, went on
to become a president of the
American Lutheran Church Luther
League. His cousin, Beverly
Gustafson, is married to Professor
Emeritus of History Donald “Gus”
Gustafson.
1956
Richard Thorud, who
lives in Bloomington,
Minn., with his wife, Darlene,
was recently named Toro’s most
prolific inventor for its first 100
years. He has 80 Toro patents
and worked for Toro for 34 years
before retiring in 2000 as a senior
principal research engineer. He
was inducted into the Minnesota
Inventors Hall of Fame in 2011
and was named a Distinguished
Alumnus at Augsburg in 2009.
1957
of the Ashford University Faculty
Senate, the governing body for
250+ full-time instructors and
more than 2,000 adjunct faculty.
1974
Kenneth D. Holmen
was named president
and CEO for CentraCare Health.
Holmen, who is a medical
doctor and has served as vice
president of physician strategies
and business development for
HealthPartners, took leadership of
CentraCare in January.
Stanley Baker was
recognized as the
Counselor Educator of the Year
by the North Carolina School
Counselor Association at its
annual conference in November.
He is employed as a professor
of counselor education at North
Carolina State University.
In the summer of 2014, Stan Nelson ’43 won a
gold medal at the Minnesota Senior Olympics,
shooting a 47 in the golf competition. In
July 2015, he will compete in the 95-99 age
group at the National Senior State Games
held in Bloomington, Minn.
From the NOW@Augsburg blog.
Visit augsburg.edu/alumni/blog to read more.
1967
Dennis Miller and his
wife, Christine, spent
the fall semester on sabbatical
at the University of Gothenburg
in Sweden. They are faculty
members at Cornell University in
Ithaca, N.Y.
1972
Rob Engelson is
completing 34 years
of full-time college/university
teaching and department chairing,
including the past 20 years at
Ashford University in Clinton, Iowa.
He recently rose to become chair
Jerry Gerasimo used to take
us karate guys to at the Cedar
Theatre on the weekends. It was
lots of fun marching around inside
and outside the Student Center,
playing my bagpipes during
Augsburg College Day. I just want
to say,” he added, “that Boyd
Koehler was the very best boss a
guy could ever have. He was an
uncle, big brother, therapist, and
encourager to me, and [he] had
a wonderful dry sense of humor.
God bless you, Boyd.”
Mark S. Johnson ’75 and Allan
Torstenson ’75 shape cities and
build communities. See page 16.
1977
David Charles Friedman
has fond memories of
his stays in Urness and Mortensen
towers and the delightful people
he met during that time. He writes
that he fondly remembers “the
samurai movies that anthropology
instructor and fellow karate-ka
Neil Pauluk was a U.S. Infantry
Army officer and later used the
GI Bill to become a trial lawyer.
He legally changed the spelling of
his last name in 1978 to Paulson,
for the convenience of others,
and still goes by either last name.
He set up a scholarship in his
parents’ name at Augsburg and
started a nonprofit organization,
HelpTheVets.org. He writes that his
Augsburg education paid off.
AUGGIE SNAPSHOTS
1967
Sue Nelson was given
the title of Community
Hero for her 10+ years of service
to the John Deere Classic. She
has worked tirelessly to support
other organizations, including the
National Education Association,
Missouri Valley – U.S. Tennis
Association, and Special Olympics.
She also has gone to Yale
University and the University of
North Carolina as Team Iowa tennis
coach for the World Games.
1970
The newly released book, “Waters Like the
Sky,” is a short adventure tale of a young
voyageur and is authored by the late Agnes Peloquin
Rajala and her daughter, Nikki Rajala (pictured),
who are direct descendants of voyageurs, explorers,
and fur traders. After Agnes passed away in October
2013, Nikki carried the legacy of the book forward,
determined to share this historical adventure with
readers. The story is steeped in the history of the
French-Canadian voyageur journeys in the early
1800s in North America. To learn more about the
book, visit nikkirajala.com. Nikki is available for
interviews and presentations at schools, meetings,
and other events.
Spring 2015
31
Pauluk runs into Ron Robinson, also in
Orlando, Fla., from time to time. “God
has blessed me more than I can imagine.
Good friends, good family, and good times.
I ran marathons in each of the 50 states in
2010 to 2012. I am director of the Orlando
Marathon each year. Look me up if you
come to Orlando, The City Beautiful!”
1978
Arvella E. Edwards had a
children’s book, “Town of
Never Never,” published in May by Xlibris,
ISBN #978-1-4931-1486-3. She is so
excited and proud.
Paula (Winchester) Palermo has moved to St.
Charles Parish, La., and continues her work
with the St. Charles Parish School System.
Donadee (Melby) Peterson and husband,
Tim ’76, will celebrate 20 years in business
in 2015. Donadee is the president of their
family company, SDG Computing, Inc.
Tim, a graduate of Luther Seminary and
an ordained pastor of the Evangelical
Lutheran Church in America, served
two parishes full time until 1995 when
he turned bi-vocational and started the
1979
Karla (Wiese) Miller was
honored with the 2014
Minnesota Choral Director of the Year
award. She is in her 21st year as fulltime music instructor/director of choral
activities at North Hennepin Community
College in Brooklyn Park, Minn. At
Augsburg, she received a bachelor’s
degree in piano performance with a vocal
music (K-12) certification.
1980
John Edwin Carlson is a lead
chaplain at Redeemer Health
and Rehabilitation Center in Minneapolis,
which provides senior housing and health
care in the spirit of Christ’s love.
1981
Carla (Isachsen) Kukkonen is
working at Allina hospice as a
medical social worker.
1989
Steven Torgerud is an assistant
professor of life sciences
at Palmer College of Chiropractic in
Davenport, Iowa, where he teaches
neuroanatomy and biomechanics courses.
His students have selected him “Teacher
of the Year” three of the past four years.
Justin Grammens ’96 presented “The Science of My Life and
Career After Augsburg” in an AugSTEM seminar. He provided
insight into current technology trends and advice on what
employers are seeking from graduates in science, technology,
engineering, and mathematics fields. Grammens is a software
architect and has been a business owner for the majority of his
career. He is an engineering co-founder at Code42 Software
where he is protecting the world’s data with high-performance
hardware and easy-to-use software solutions. He enjoys family
movie nights with his wife and two children.
From the NOW@Augsburg blog.
Visit augsburg.edu/alumni/blog to read more.
family business. He has since served as
a part-time and fill-in pastor as well as
chaplain in the Minnesota National Guard.
He retired from the National Guard in
2012 after 28 years of service. Tim and
Donadee have spent one or two months
each year for the last three years in
Drammen, Norway, where Tim has worked
as a computer consultant for Conexus, a
company that reports on all aspects of the
Norwegian educational system. Their son,
Nathan, also works for the business from
Concord, Calif.
32
Augsburg Now
Courtesy of Kelly Browne
ALUMNI CLASS NOTES
1990
Peter Morlock began serving a
new call as pastor of Bethany
Lutheran Church and Lost Island Lutheran
Church in western Iowa in February 2014.
1991
In September, Bill Koschak
was appointed a vice president
of the global internal audit division at
General Mills. In this role, he will provide
leadership and guidance to the global
internal audit team and support the audit
committee in executing its charter.
1981
Bev Benson was elected to the
judgeship for the 4th Judicial District
of Hennepin County, Minn., in November.
Augsburg alumni supporting her campaign
included former roommate Leeann Rock ’81,
Brian Anderson ’81, Kristine Johnson ’81, Kristin
Lehmann ’08, Peggy Larkin ’09, and Benson’s
son, first-year student Robb Benson-Ernst ’18
(pictured), as well as Gaynelle (Webb) Buckland
’81, Fred Buckland ’81, Molly (Olson) Blomgren
’81, and Jim Blomgren ’81. Benson thanks her
Auggie supporters, including Martin O. ’59 and
Sylvia Sabo and professors Milda Hedblom,
Norma Noonan, and Janelle Bussert.
1993
Heidi
Staloch
is now vice president
and senior corporate
counsel, managing U.S.
Bank’s legal channel
for default accounts
nationwide. Heidi is an
active alumni volunteer,
serving as a member of
AWE–Augsburg Women
Engaged.
2010
John Ideen
has been
named executive chef
at Covenant Village
of Golden Valley,
a continuing care
retirement community
in Golden Valley, Minn.
In his new position,
Ideen will manage dayto-day food operations
for the 344-resident community, including casual
and formal dining in the residential and assisted
living, memory support, and health care settings.
He is responsible for managing and training a
kitchen staff of 65; creating innovative, healthful
menus; and managing the community’s catering
services.
AUGGIE
SNAPSHOTS
ALUMNI CLASS NOTES
1992
Terri Burnor is interning at the
Minnesota Religious Coalition for
Reproductive Choice.
2005
Charles “Rusty” Brace graduated
from Luther Seminary in May
2014. He is looking for a call somewhere in the
Twin Cities area.
Conie Borchardt ’98 transforms lives with
song. See page 20.
Bryan Ludwig ’08 is a head coach and general counsel for
the PHD Baseball Club, LLC, which was created in 2009 by
another Auggie, Brian Bambenek ’07, and two of his friends.
The idea behind PHD—which stands for pitching, hitting,
and defense—is for the coaches to share the love of baseball
with and return value to participating athletes, training young
men and giving them the tools they need to succeed on and
off the field. Learn more at phdbaseball.us.
From the NOW@Augsburg blog.
Visit augsburg.edu/alumni/blog to read more.
Aaron Gabriel ’99 creates new musical theater
for performers with disabilities. See page 20.
2000
In May 2014, Ann Staton received
a master’s of English in technical
communication from Minnesota State
University Mankato. She accepted a oneyear visiting instructor appointment to teach
technical communication during the 201415 academic year at Montana Tech of the
University of Montana in Butte.
Debbie Heard, a tax managing director for
KPMG’s San Francisco office, was honored
with Silicon Valley’s 40 Under 40 award.
2001
Sarah Grans is a new director of
confirmation and youth ministry
at Shepherd of the Hills Lutheran Church in
Shoreview, Minn.
Michael Reed has taken a new position with
Robbinsdale (Minn.) Area Schools as a district
behavior coordinator and focuses on reducing
racial disproportionality in suspension rates.
Nicole Warner ’01 gets lost in the music.
See page 20.
2002
Christy Blake completed a
master’s of urban planning from
Virginia Tech’s Alexandria campus in 2007.
She has been working in local government
and economic development. She resides in
Winchester, Va., in the Shenandoah Valley.
Mark and Jessica (Bjurquist) ’06 Matzek
announce the birth of their daughter, Natalie
Violet, who arrived February 9, 2014.
Dan Vogel started a new position as an inside
sales/marketing specialist at the technical and
outdoor apparel company, Storm Creek, based
in Hastings, Minn. He’s excited to pair his
passion for the outdoors and an active lifestyle
with a new, exciting professional career at this
up-and-coming organization.
Jamar Esaw ’05 inspires members of
Triad:4Christ. See page 4.
2006
Tyra (Jensen) Taylor is completing
her graduate-level internship. She
is working with elementary students needing
mental health services. She plans to graduate
in May 2015.
2007
Brett Cease began a doctoral
program in public policy and
political economy with an emphasis in
sustainable development at the University of
Texas-Dallas.
Andrew L. Johnson is a manager of franchise
recruiting and engagement at Ameriprise
Financial Services, Inc., in Cleveland.
Molly Shortall recently became engaged to
Brian Kaszuba of Brooklyn, N.Y. She is a
senior annual giving officer at Memorial SloanKettering Cancer Center and also serves as one
of the primary musicians for the Diocese of
Brooklyn and Queens.
2009
Amber Davis is working as
a moderator at the Zürich
International Film Festival.
Stephanie (Holman) Hubbard works as a music
therapist for St. Paul Public Schools. She is
attending St. Mary of the Woods College for a
master’s in music therapy.
2010
Sylvia Bull is studying at Princeton
Theological Seminary in Princeton,
N.J., for Master of Divinity and Master of
Arts in Christian education degrees. Her
anticipated graduation date is May 2015. She
is a candidate for ordination in the Evangelical
Lutheran Church in America.
Gabriella Hamerlinck is a doctoral candidate
in ecology at the University of Iowa. She is an
alumna of Augsburg’s biology and mathematics
departments, as well as the McNair Scholars
and North Star STEM programs. In addition
to Hamerlinck’s academic successes at
Augsburg, she was a two-sport athlete who
participated in soccer and track.
Sara Kaiser ’08, a social worker for Rice County, Minn., has seen
first-hand the need for daily support for single moms. In addition
to helping families, she convinced the mayor of Northfield, Minn.,
to designate a month for “Teen Dating Violence Prevention and
Awareness,” and she has worked in collaboration to create a
young moms’ support group. She interned at the Northfield
Women’s Center and worked at the Crisis Pregnancy Center. She
has found her life’s calling and is pursuing a master’s of social
work from the University of Southern California.
From the NOW@Augsburg blog.
Visit augsburg.edu/alumni/blog to read more.
Spring
2014
2015
Fall 2014
17
33
37
ALUMNI CLASS NOTES
Michael Hamm has accepted a position
with the Dakota County Sheriff’s Office in
Minnesota. He has been an officer with the
Department of Public Safety at Augsburg for
the past several years, and he will move to oncall status with DPS.
Grant Rostad is employed with Best Buy for
Business as an account manager. He also is a
licensed certified public accountant.
2011
Kate Edelen is a legislative associate
on climate and conflict for the
Friends Committee on National Legislation in
Washington, D.C. Edelen submitted a letter on
climate change to the editor of The New York
Times, which was published in October.
2012
Joseph Fahnhorst was promoted
to vice president of a payments
application at the Federal Reserve Bank of
Minneapolis. The Minneapolis Fed, with one
branch in Helena, Mont., serves six states in
the Ninth Federal Reserve District: Minnesota,
Montana, North and South Dakota, 26 counties
in northwestern Wisconsin, and the Upper
Peninsula of Michigan.
2013
Since graduating, Alex Bennett has
gotten married and had a beautiful
baby, Layla. He graduated with a degree in
music business and has accepted a position
at Mystic Lake Casino in the entertainment
department.
Kayla Johnson is in medical school at the
University of Minnesota Duluth.
Rachel Rixen graduated from the American
University of Paris with a master’s in cultural
translation.
2014
Janelle Holte has a new job as a
marketing and communications
coordinator at the University of Minnesota.
After a summer internship with Dart Transit,
which is owned and operated by Don ’53 and
Bev ’55 Oren, Mike Schumacher landed a
position as a fleet leader with Transit America.
Anne Skriba is happy to share the news that she
is employed at Bemidji State University as an
assistant women’s basketball coach.
Lani (Langanki) Hollenbeck ’77, ’11 MAN is a staff nurse in an
infant care center at Children’s Hospitals and Clinics of Minnesota
in St. Paul. She was named 2014 Nurse of the Year by March
of Dimes Minnesota, Children’s Hospitals and Clinics, and
Minneapolis-St. Paul Magazine. “We do not get to rock babies all
day long,” she said of her care team. “We’re very like-minded in
focusing on the developmental needs of infants.”
From the NOW@Augsburg blog.
Visit augsburg.edu/alumni/blog to read more.
Katia Iverson celebrated two years at
Minnesota Council of Churches Refugee
Services in February 2015. She recently was
promoted to a case manager position.
Kim (Saukkola) Simmonds is an executive
director at the MonDak Heritage Center in
Sidney, Mont., and is completing a master’s
degree in public and nonprofit administration
at Metropolitan State University.
34
Augsburg Now
Through bridge program funding for research
and extra assistance, Enrico Barrozo is
preparing for a doctoral program at the
University of Georgia.
Maya Sutton has accepted a special education
teaching position for the 2014-15 school
year at Fraser Academy, a charter school in
Minneapolis.
GRADUATE PROGRAMS
Rebecca (Johnson) Koelln ’76, ’91 MAL
has been named director of leadership
development and senior consultant for
Learning Sciences International. LSI is a
learning and performance management
company focused on continuous improvement
at all levels of the system.
Tom Driscoll ’07 MBA was featured in the
Minneapolis Star Tribune as one of the
construction industry’s “Movers and Shakers”
due to his work as partner and vice president
of business development at the Minneapolis
office of Big-D Construction.
Chris Wolf ’09 MAN recently became a nurse
manager for Ask Mayo Clinic in Rochester, Minn.
Physician Assistant Kelly Kleven ’10 MPA
joined the hospitalist department at Essentia
Health-St. Mary’s Medical Center in Duluth,
Minn. Kleven is certified by the National
Commission on Certification of Physician
Assistants.
Lori (Langager) Higgins ’94, ’12 MAL was
appointed to the Minnesota Amateur Sports
Commission by Gov. Mark Dayton. Since 2010,
she has been the president of the MetroNorth
Chamber of Commerce, which is the fourthlargest chamber in the Twin Cities metro area.
She lives in Blaine, Minn., with her husband
and two children.
In September, Carmen (Crockett) Williams ’12
MBA accepted a position as director of business
development at Mediaspace Solutions in
Hopkins, Minn. Carmen and her husband, John
(who works in mortgages and finance), recently
purchased a home in Burnsville, Minn.
Christine Dawson ’13 MSW was featured on
the cover of the Regions Hospital Foundation
newsletter for her outstanding work with the
HeroCare Program for veterans at Regions
Hospital. Dawson, who is herself a veteran,
coordinates services and advocates for patients
in Regions Hospital’s mental health programs.
ARE YOU AN AUGGIE IN PUBLIC SERVICE?
Whether you are serving as an elected, appointed, or volunteer official, we would
love to hear from you! Submit a Class Note, and we’ll enter you into a raffle to win
an Augsburg College swag bag to display your Auggie pride at work.
AUGGIE SNAPSHOTS
1998
Kaydee Kirk
and Peter
Spuit welcomed Paul
Johann Spuit, who was
born May 27, 2014, and
joins 3-year-old sister,
Miriam.
2005
Ellen (Kvitek)
Saj and her
husband, Nathan, welcomed
their second child, Hazel
Christine, at home on April
26, 2014.
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! (Digital photos must be at least 300 ppi
or a 1 MB file.)
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 email alumni@augsburg.edu. You can also
submit news at augsburg.edu/alumni/connect.
______________________________________________________
Full name
______________________________________________________
Maiden name
______________________________________________________
Class year or last year attended
______________________________________________________
Street address
______________________________________________________
City, State, ZIP code
Is this a new address? q Yes q No
______________________________________________________
Home telephone
______________________________________________________
Email
2011
Korri (Yule)
Corrigan married
Joshua Corrigan on December
13 in Hoversten Chapel at
Augsburg College.
Okay to publish your email address? q Yes q No
______________________________________________________
Employer
______________________________________________________
Position
______________________________________________________
Work telephone
Is spouse also a graduate of Augsburg College? q Yes q No
If yes, class year___________________________________________
______________________________________________________
Spouse’s name (include maiden name, if applicable)
2011
Jessica (Hilk)
Kociemba and
Joel Kociemba celebrated their
marriage with Auggies Amy
Opsal ’12, Katie (Christensen)
Beadell ’11, Laura (Harms) Faruq
’09, Katelyn Berens ’14, Amanda
Rueb ’09, Jamila Lee ’13, Korri
(Yule) Corrigan ’11, Colleen
Ourada ’14, Julie Jenkins ’09,
Denielle Johnson ’11, Amanda Unze, and Morgan Baumgarten ’14.
Your news:
______________________________________________________
______________________________________________________
______________________________________________________
q I know a student who is interested in attending Augsburg.
Spring 2014
Spring 2015
17
35
In memoriam
Nellie I. (Thorud) Blake ’38,
Barron, Wis., age 98, on
October 16.
Edward M. Alberg ’50,
Minnetonka, Minn., age 87, on
September 22.
Albert S. Olson ’40, Amery, Wis.,
age 97, on November 7.
Delphine J. (Jensen) Bakke ’50,
Hendricks, Minn., age 85, on
November 30.
Maynard Bahre ’41, San
Francisco, Calif., age 97, on
January 14, 2014.
Mark C. Thorpe ’56, Kirkwood,
Mo., age 80, on October 30.
Birgit E. Birkeland ’58,
Minneapolis, age 87, on
October 23.
Elizabeth V. Koenig ’72,
Minneapolis, age 91, on
December 2.
Julia C. Blixrud ’76, Lawrence,
Kan., age 59, on October 29.
Sylvia A. (Moe) Overlund ’59,
Portland, Ore., age 90, on
October 26.
Dennis C. Callahan ’82, Grand
Rapids, Minn., age 55, on
December 22.
Louise A. (Heydenreich) Swenson
’60, Princeton, Minn., age 89,
on October 7.
Wendy J. (Miller) Johnson ’90,
Sanford, N.C., age 58, on
August 22.
Gail W. Castor ’61, Redwood
Falls, Minn., age 83, on
September 16.
Eric H. Peterson ’91,
Minneapolis, age 45, on
November 19.
George O. Johnson ’61, Pequot
Lakes, Minn., age 77, on
December 4.
Kathleen M. (McCullough) Zander
’91, ’04 MAN, Minneapolis, age
54, on October 2.
Robert M. Sletta ’51, Dayton,
N.J., age 86, on September 27.
Richard “Dick” “Pork Chops” M.
Thompson ’61, Long Lake, Minn.,
age 74, on September 11.
Sarah (Christiansen) Schuck ’95,
Hager City, Wis., age 64, on
November 29.
Dayel M. Olson ’44, Storden,
Minn., age 87, on October 11.
Warren C. Nelson ’52, Buffalo,
Minn., age 86, on July 7.
Richard L. Strand ’66, Mayville,
N.D., age 70, on December 1.
Peter A. Lokkesmoe ’47, Elgin,
Ill., age 90, on March 20.
Elwood Nestvold ’52, Houston,
Texas, age 81, on January 11,
2014.
Dale L. Strom ’66, Venice, Fla.,
age 71, on October 24.
Sandra “Sandy” S. (Hawley)
Hamann ’00, Fredericksburg,
Iowa, age 58, on October 23.
Mildred I. (Krinke) Sandel ’42,
North Mankato, Minn., age 94,
on September 9.
John R. Bergeron ’43, Detroit
Lakes, Minn., age 93, on
October 12.
Floyd J. G. Rodmyre ’43, Eden
Prairie, Minn., age 92, on
September 17.
Verona A. (Woyke) Blasing ’44,
Mankato, Minn., age 89, on
October 7.
Christine M. (Westman) Behrend
’48, Manistique, Mich., age 88,
on October 29.
Rona B. (Quanbeck) Emerson
’48, Kenyon, Minn., age 90, on
November 1.
Anna M. (Strand) Olson ’49,
Amery, Wis., age 88, on
September 10.
36
Augsburg Now
LaVerne “Lu” A. (Gothe)
Engelstad ’50, Moorhead,
Minn., age 86, on October 16.
Sylvia R. (Kleven) Hanson ’50,
Big Lake, Minn., age 86, on
November 7.
Ann B. (Spencer) Zaudtke ’50,
Meadows Place, Texas, age 86,
on October 5.
Luella (Neumann) Hanson ’51,
Phoenix, Ariz., age 90, on
August 15.
Orville B. Walters ’52,
Minnetonka, Minn., age 89, on
November 29.
Marlys P. (Stock) Giese ’53,
Morris, Minn., age 83, on
September 15.
Wayne G. Steinbrecker ’55,
Princeton, Minn., age 82, on
November 2.
Paul W. Frank ’69, Brooklyn
Park, Minn., age 66, on
September 18.
Jeffrey T. Kosse ’70,
Minneapolis, age 67, on
September 16.
Arnold “Bud” M. Rader ’71,
Minneapolis, age 69, on
December 23.
Nancy J. Mohs ’08, Lakeville,
Minn., age 46, on October 30.
Professor Emeritus Henry
Follingstad, Arden Hills, Minn.,
age 92, on October 1.
The “In memoriam” listings in this
publication include notifications
received before January 10.
THE CENTER FOR SCIENCE,
BUSINESS, AND RELIGION
HELP BUILD A SOLID
FOUNDATION FOR
FUTURE AUGGIES
Read about the $10 million gift to name
the new building on the inside front cover.
Briana Alamilla ’17
Marketing major
Buy a Brick. Build a Legacy.
A
ugsburg College invites you to join your fellow alumni and participate
in the Buy a Brick, Build a Legacy program. When you buy a brick, you
are doing your part to help make Augsburg’s newest academic building, the
Center for Science, Business, and Religion, a reality.
The CSBR will replace the existing 60-year-old Science Hall and
bring together academic disciplines that reflect our commitment to
interdisciplinary education and academic excellence.
WITH YOUR DONATION:
• Augsburg will inscribe a brick with your name or the name
of someone you’d like to honor.
• Each brick will be incorporated into the building of the CSBR,
creating a lasting legacy for the future of Augsburg.
• You will receive official recognition of your participation.
Foundation Brick
(40 characters, 3 lines) = $250
Legacy Brick
(80 characters, 6 lines) = $500
Your support will help educate and inspire
students for generations to come.
START BUILDING TODAY
augsburg.edu/csbr
For more information, call 612-330-1085.
Non-Profit Org.
U.S. Postage
PAID
2211 Riverside Avenue
Minneapolis, MN 55454
Twin Cities, MN
Permit No. 2031
Bill Nye wows audience at Augsburg College
Bill Nye “The Science Guy” captivated 1,800 guests at a sold-out, on-campus presentation during Augsburg’s Scholarship Weekend,
a time when high school seniors visit the College to vie for highly competitive scholarships. During his address, “How Science Can
Save the World,” Nye spoke about planetary science, climate change, environmental awareness, and more. Nye took a “selfie” with
the delighted crowd, which included 650 high school students from 12 states.
Show less
2015-2016
UNDERGRADUATE
CATALOG
Augsburg College
Undergraduate Catalog
2015-2016
Official Publication of Augsburg College
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg College Undergraduate Catalog contains information about academic program requirements and
academic and stud... Show more
2015-2016
UNDERGRADUATE
CATALOG
Augsburg College
Undergraduate Catalog
2015-2016
Official Publication of Augsburg College
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg College Undergraduate Catalog contains information about academic program requirements and
academic and student policies and procedures for Fall Semester 2015 - Summer Semester 2016. It is subject to change
without notice.
The catalog is intended to complement other College publications including the Student Guide and College website. It is
important for students to be familiar with all College policies and procedures. Students are strongly encouraged to
consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements.
Published 2015
Phone: 612-330-1000
www.augsburg.edu
1
A Greeting from the President
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. This is a map grounded in Augsburg’s mission: “To educate students to be informed citizens, thoughtful
stewards, critical thinkers, and responsible leaders.”
What has prompted you to study this map of Augsburg College? If you’re already enrolled at Augsburg, I trust you will
continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope you
will be reminded of the relationships and commitments you have formed at Augsburg—they will last a lifetime. I also
hope that you find in this map signposts of the progress you have made in your vocational journey and that you will
continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next
several years.
If you are studying this map to find out more about Augsburg 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
your own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service
experiences that transform theory into action and unite the liberal arts with the practical in preparing students as
faithful citizens in a global society.
The experience you are undertaking at Augsburg—or thinking of undertaking—will 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, Ph.D.
President
2
About Augsburg
At Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new
experiences, and of new possibilities. We also believe that a liberal arts education is the best preparation for living in the
fast-paced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not
only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate
effectively.
Discovering Your Gifts and Talents
The heart of an Augsburg undergraduate education is the Augsburg Core Curriculum—designed to prepare students to
become 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 locations in the heart of thriving metropolitan areas, many courses are able to offer rich and
varied learning opportunities in real-life situations through academic internships, experiential education, volunteer
community service, and cultural enrichment. In a sense, the resources of the Twin Cities and Rochester are extended
campuses for Augsburg students.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as
testaments to the College motto, “Education for Service,” and mission:
Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity
in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies,
guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings.
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, WI, 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.
Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to
church and community has been Augsburg’s theme for more than 140 years.
3
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
Traditional attitudes began to change after World War I. In 1911, George Sverdrup, Jr. became president. He worked to
develop college departments with an appeal to a broader range of students than just those intending to be ministers.
Augsburg admitted women in 1922 under the leadership of longtime dean of women, Gerda Mortensen.
The College’s mission assumed a double character: ministerial preparation together with a more general education for
life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (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
had become a larger part of the institution than the seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential to a liberal arts college, offering a modern college program based on general
education requirements and elective majors. Full accreditation of the College was achieved in 1954.
A study in 1962 defined the College’s mission as serving the good of society first and the interests of the Lutheran Free
Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the
Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church
merged with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America.
A College in the City
Under the leadership of President Oscar A. Anderson (1963-1980), Augsburg became a vital and integral part of the city
of Minneapolis. The College began to reach out to nontraditional student populations, ensuring educational opportunity
for all students. Also in these years, Augsburg added 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, Lobeck, Miles 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. Augsburg’s Rochester campus
was added in 2002, further expanding Augsburg’s presence in key cities in the state of Minnesota.
Dr. Paul C. Pribbenow became president 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.
4
Campus Location
Augsburg College is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is
bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University
of Minnesota Medical Center.
Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s
leading companies as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is
blocks from the METRO Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and St.
Paul, as well as the Minneapolis International Airport.
5
Augsburg Today
Augsburg continues to reflect the commitment and dedication of the founders who believed:
An Augsburg education should be preparation for service in community and church.
Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative,
and successful citizens.
The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg
students.
The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg
prepares its students to become effective, ethical citizens in a complex global society.
In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers numerous master’s
degree programs as well as a doctoral program in nursing practice. For information about graduate programs, go to
www.augsburg.edu/grad.
Undergraduate and graduate education is offered in a variety formats. In addition to its Minneapolis campus, Augsburg
has a branch campus in Rochester, MN.
Centers of Commitment
The four Centers of Commitment articulate core values that inform the institutional mission of Augsburg College both
internally and externally: each Center provides a bridge between curriculum and community; each works to realize the
College's Strategic intention to "educate for lives of meaning and purpose" as well as to ensure the College is "at the
table" with community partners in relationships of mutual benefit that enhance the College's distinctive identity and
deepen the educational experiences of our students. Their themes are reflected in Augsburg's mission: informed
citizens, thoughtful stewards, critical thinkers, and responsible leaders.
Minneapolis-based Day Program
Augsburg’s Minneapolis-based Day program offers more than 50 majors—or you can create your own major, either
on campus or through the Associated Colleges of the Twin Cities (ACTC). The program provides an educational
opportunity for students who want to earn a bachelor’s degree in a traditional weekday format. This five-college
consortium allows Day Program students to take courses on other campuses without additional charge while a fulltime student at Augsburg. The ACTC consortium includes Augsburg College, St. Catherine University, Hamline
University, Macalester College, and the University of St. Thomas.
Adult Undergraduate Programs
Augsburg’s Adult Undergraduate Program provides an educational opportunity for adults who want to earn a bachelor’s
degree with a flexible schedule and with a learning environment that acknowledges the real life experience adult
students bring to the classroom. It is a means by which 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 and professional
studies.
The Weekend and Evening College (WEC) program began in 1982 with 69 students taking courses in three majors. The
program eventually grew to approximately 1,000 students in 18 majors in the liberal arts and professional studies, one
of the largest programs of its type among Minnesota private colleges.
In Fall 2014, the WEC program began a three year transition into the Adult Undergraduate Program (AU). Current
students may continue in the WEC program until spring semester 2017. New students began joining the AU program in
Fall 2014.
6
Program Transition Timeline
WEC classes will continue to be offered on the evenings and weekends through spring semester 2017. After that term,
the program will sunset and all courses will be offered in the AU program. During the transition, WEC students will be
able to register for courses in the WEC, AU, or Day programs, depending on their schedule needs. WEC courses will
continue to be offered in the hybrid learning model, combining traditional, face-to-face class time, with online and out
of class coursework.
Adult Undergraduate Schedule
The AU schedule is designed to meet the needs of adult students. Courses in individual majors will meet on the same
night of the week, on an alternating bi-weekly schedule for the duration of the major. The alternating weeks of the
semester are labeled “Maroon,” and “Silver”. Students select courses from both the maroon and silver schedules,
creating an alternating schedule of classes.
Face-to-face meetings occur on alternating weeks for three-and-a-half hours on either Tuesday or Thursday, depending
on the program. Online and out-of-class work occurs during the non-class meeting week. Additional classes outside of
the major program may be scheduled on Monday or Wednesday weeknights. AU students may take from one to four
courses each semester.
Minneapolis Campus Adult Undergraduate Program
Augsburg’s adult undergraduate program offers the flexibility you need, and is delivered in a hybrid-learning
format, combining the benefits of face-to-face classroom instruction with the convenience of online learning. The
program offers more than 10 majors designed to help you finish your bachelor’s degree quickly and efficiently, in as
little as two years. Augsburg also offers several additional majors that are available through evening, in-class
courses, such as American Indian studies, computer science, English/creative writing, and others in the Day
Program. For a complete list of degree completion programs offered in the AU Program visit
www.augsburg.edu/pro/majors.
Rochester Campus Adult Undergraduate Program
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. A variety of undergraduate majors 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, which is home to more than 100,000 residents. It is a city that enjoys a rich ethnic diversity and
superior technological resources.
In Rochester, Minnesota, students complete the same degree requirements as students in the Minneapolis
undergraduate program. Augsburg classes in Rochester meet on a semester schedule with classes taking place on
weekday evenings, making them accessible to working adults. As with the adult undergraduate program in
Minneapolis, Rochester class are delivered in a hybrid-learning format, combining the benefits of face-to-face
classroom instruction with the convenience of online learning. There are 8 majors offered in Rochester, some of
which must be completed by taking courses at the Minneapolis campus. In addition to the degree programs that can
be completed entirely in this location, students may work on a variety of other majors through a combination of
Rochester and Minneapolis-based evening courses.
Students at the Rochester 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.
7
Minneapolis Campus Facilities
Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A
tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music
Hall, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication.
Admissions Office—The Office of Admissions is located on the lower level of Christensen Center.
Anderson Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg College from 1963 to 1980, and this
residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as
well as the Master of Science in Physician Assistant Studies; Center for Global Education; and the Office of Marketing
and Communication.
Center for Wellness and Counseling—The Center for Wellness and Counseling offers programs and services that
enhance student learning by promoting personal development and well-being.
Christensen Center (1967)—The College Center, with the Admissions Office, student lounge and recreational areas, the
Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy
center, and offices for student government and student publications.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the
Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use.
Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition
of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also
housed in this complex, which provides space for campus ministry, the drama and communication offices.
Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for
Augsburg and the metropolitan community.
Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry
Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical
education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions
and brings together the computer technology resources of the College. It also houses the Gage Center for Student
Success. The library is located on the corner of 22nd Avenue and 7th Street and the Center for Learning and Adaptive
Student Services (CLASS).
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, the Department of Public Safety and a lounge area.
Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two
rehearsal halls, music libraries, practice studios, and offices for the music faculty.
Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with
classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with
architectural details from the past. It is included on the National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP
program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Bernhard Christensen
Center for Vocation, the Master of Business Administration Program, the Master of Arts in Leadership program, the
8
Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble
Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center.
Science Hall (1949)—Houses classrooms; 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, as well as
classrooms and faculty offices.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third
presidents, it contains the President’s Office, Human Resources, 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.
9
Accreditation, Approvals, and Memberships
Augsburg College is accredited by:
The Higher Learning Commission of the North Central Association of Colleges and Schools.
National Council for the Accreditation of Teacher Education
Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
Commission on Collegiate Nursing Education (CCNE) (Bachelor’s and Master’s degrees)
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 (NASM)
Augsburg College is an institutional member of:
American Association of Colleges and Universities (AACU)
American Association of Colleges of Teacher Education (AACTE)
American Association of Higher Education (AAHE)
American Music Therapy Association, Inc.
Association of International Education Administrators (AIEA)
Campus Compact
Council of Independent Colleges (CIC)
Council on International Educational Exchange (CIEE)
Diversity Abroad Network
The Forum on Education Abroad
Institute of International Education (IIE)
Lutheran Education Council in North America (LECNA)
National Association of International Educators (NAFSA)
National Association of Schools of Music (NASM)
National Society for Experiential Education (NSEE)
Physician Assistant Education Association
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)
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.
10
Policies
Non-Discrimination Policy
Augsburg College, as affirmed in its mission, prohibits discrimination on the basis of race, color, religious belief, national
or ethnic origin, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status,
genetic information, status with regard to public assistance, or citizenship in its educational policies, admissions policies,
employment, scholarship and loan programs, athletic and/or school-administered programs, except in those instances
where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg College is
committed to providing reasonable accommodations to its employees and students with disabilities. (Approved by
Board of Regents on January, 2012)
For further information, please contact the College’s Title IX Officer:
Lisa Stock| Director of Human Resources| Memorial Hall 19| 612-330-1783| stockl@augsburg.edu
Additionally, the College has three Deputy Officers:
Deputy Officer for Students:
Sarah Griesse| Dean of Students
Memorial Hall, Room 118F| 612-330-1489| griesse@augsburg.edu
Deputy Officer for Employees:
Tammy McBroom| Human Resources
Memorial Hall, Room 19| 612-330-1216| mcbroom@augsburg.edu
Deputy Officer for Athletics:
Kelly Anderson Diercks| Assistant Athletic Director
Si Melby Hall, Room 205F| 612-330-1245| diercks@augsburg.edu
The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist
as investigators of complaints.
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students
regarding their education records. Each year Augsburg 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. The student must request to review their education records in writing with their signature. The College will
respond in a reasonable time, but no later than 45 days after receiving the request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate,
misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that
the record should be changed if Augsburg decides not to alter your education records according to your request.
Right to give permission for disclosure of personally identifiable information
You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information
contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize
disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to
11
school officials who have 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 regents, or a student serving on an official committee, such as a disciplinary or
grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate
educational interest if the official needs to review an education record in order to fulfill his or her professional
responsibility.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may
be released for any purpose at the discretion of Augsburg 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
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 Registrar’s Office must be notified in writing of your intent to withhold your Directory
Information.
Right to complain to FERPA Office
You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400
Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter.
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Annual Security Report
The Annual Security Report (ASR) for Augsburg College contains statistics on reported crimes on and near Augsburg
property and campus, as well as institutional policies concerning campus security and crime. The Department of Public
Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and
Crime Statistics Act. The report is available online at www.augsburg.edu/dps/reports. For a printed copy, contact
Augsburg’s Department of Public Safety at 612-330-1717.
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
inside.augsburg.edu/studentaffairs/studentguide.
Official Notices
A College-provided e-mail account shall be an official means of communication with students, faculty, and staff of
Augsburg College. Students, faculty, and staff are responsible for all information sent to them via the College-provided email account. Students should regularly check their e-mail account. If a student, faculty or staff member chooses to
forward their Augsburg e-mail, they are responsible for all information and attachments sent to the forwarded e-mail
account. Students will also receive official notices via the A-Mail online publication and should routinely review the AMail. Day College students will also receive notices through the student campus mail system (student campus box) and
should check their campus mailbox regularly.
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Undergraduate Admissions
Augsburg 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
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 can be made to meet with a
member of the faculty and to attend classes when school is in session. Augsburg’s undergraduate admissions staff is
ready to help students and families with college planning. Call any weekday between 8:30 am and 4:30 pm—612-3301001 or toll-free 1-800-788-5678—and we’ll assist with your questions and arrange a tour for you. Admissions visits and
tours are available Monday through Friday during the school year. The Admissions Office is located on the lower level of
the Christensen Center and serves traditional, non-traditional, and graduate students.
Application Procedures
First-year Day Program Students:
Application for Admission
Students should complete the application for admission, including the essay, and submit them to the Admissions
Office. Students may apply online for free at www.augsburg.edu/firstyear or www.commonapp.org.
Transcripts
An official transcript from the high school is required of first-year 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, including while in high school, an official
transcript from each institution 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 unless he or she has been
out of high school for more than five years. The American College Test (ACT) is preferred; results from the SAT are
also accepted. Test scores recorded on the official high school transcript are sufficient. Augsburg strongly
recommends completing the writing portion of either the ACT or SAT.
Recommendations
One letter of academic recommendation is required for all students. A letter may be submitted by a teacher,
counselor, or pastor (spiritual leader).
Essay
First-year applicants are required to provide a 1-2 page essay (approximately 500 words) on a topic(s) chosen by
Augsburg faculty/staff/students.
Additional Information
If there is additional information that may have affected the applicant’s previous academic performance, it may be
included as a personal statement with the application and discussed individually with an admissions counselor. On
occasion, the Admissions Committee may defer a decision on a candidate’s admission until additional information
has been received. For example, new 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.
Notification of Admissions Decision
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Admissions decisions are made on a rolling basis. Applicants are notified of the admissions decision usually within
three weeks after the application file is complete and has been evaluated by the Admissions Committee. Notification
of admission status for completed applications begins in late September.
Confirmation of Admission
Accepted students are asked to make a $150 enrollment deposit* to the Office of Undergraduate Admissions.
Students who wish to live in College housing must also submit a $200 nonrefundable housing deposit along with the
housing contract to the Residence Life Office.
*Nonrefundable after May 1.
Note: Admission to a major—a separate process from admission to the College—is sometimes required. Check with
the Admissions Office and consult the specific department’s section of this catalog.
Day Program Transfers and Adult Undergraduate (AU) Students
A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous college work is recommended for
transfer admission to the College. Information regarding transfer credit policies is found in the Academic Information
section of the catalog. Students who are applying to the AU program should have attempted a minimum of 30 semester
credit hours, including courses in foundation areas (writing, etc.)
Application for Admission
Students should complete the application for admission, including the essay, and submit them to the Admissions
Office. Students may apply online for free at www.augsburg.edu/transfer or www.commonapp.org.
Transcripts
Official transcripts from all previous postsecondary institutions must be sent directly to the Admissions 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.
Recommendations
One letter of academic recommendation is required for all transfer applicants. Letters may be submitted by a
supervisor, counselor, professor, or pastor (spiritual leader).
Additional Information
If there is personal information that may have affected the applicant’s previous academic performance, it may be
included with the application and discussed individually with an 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.
Note: Admission to a major—a separate process from admission to the College—is sometimes required. Check with the
Admissions Office and consult the specific department’s section of this catalog.
Readmission
Day students who have not registered for courses at Augsburg College for one semester or more, and
AU/Rochester/WEC students who have not registered for courses at Augsburg College for two or more semesters, must
apply for readmission through the Registrar’s Office to resume attendance. Students who have attended other
institutions during their absence from Augsburg must have an official transcript sent from each institution to the
Registrar’s Office. Returning students do not pay the application fee.
To apply for readmission after withdrawing from the College, students must submit an Application for Readmission.
The last day to be approved for readmission is the Friday prior to the start of the term. Please note that processing
may take up to 10 business days.
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If the student has attended other institutions since leaving Augsburg, official transcripts must be submitted to the
Registrar’s Office.
All financial holds must be cleared before a student can be approved for readmission.
If the student was academically dismissed, withdrew while on academic probation, or has a GPA below 2.0, they will
need to submit a personal statement explaining their circumstances for review by the Student Standing Committee.
If the student withdrew for medical reasons, a doctor’s note indicating the student is well enough to resume studies
must be submitted with the application.
Non-Degree Students
Individuals may take coursework at Augsburg College as a non-degree seeking students can enroll on a space-available
basis. Registration dates are included in the College’s Academic Calendar. To apply for admission as a non-degree
seeking student, submit the completed application, academic intent, and all necessary unofficial transcripts to the
Admissions Office. Contact the Admissions Office regarding which unofficial transcripts you may need for your
application file.
Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed
application, academic intent, and all official transcripts to the Admissions Office.
Second Degree Students
Students who have graduated from Augsburg who are returning to complete an additional major will not be awarded a
second degree unless it is a different degree from the first awarded.
Students who have completed a four-year degree at an accredited college or university may complete a second degree
at Augsburg College. A second degree will not be awarded unless it is a different degree from the first awarded. Second
degree requirements include a minimum of 32 semester 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 Student Admissions
International students are a vital part of the Augsburg community. (See International Student and Scholar Services, in
the Student Life section.) International students should contact International Student and Scholar Services for an
international student application and financial requirements. All applicants must provide proof of financial solvency.
For more information, call 612-330-1359 or 1-800-788-5678 (toll-free), email admissions@augsburg.edu or contact
International Student and Scholar Services at:
Campus Box 307
Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454 USA
Students who have attended a college or university outside of the United States will need to obtain a foreign credential
evaluation by contacting World Education Services (WES). WES is a nonprofit organization with more than 30 years of
experience evaluating international credentials. WES will examine your transcript(s) and prepare a report that will help
Augsburg College understand how your international coursework compares to courses and grades in the United States.
Augsburg College will use this information in its admissions review and will grant transfer credit where appropriate.
World Education Services, Inc.
Bowling Green Station
PO Box 5087
New York, NY 10274-5087
www.wes.org
Phone: 212-966-6311
Fax: 212-966-6395
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Financing Your Education
College Costs for Undergraduate Studies
The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as
required. Augsburg reserves the right to adjust charges should economic conditions necessitate.
Full-Time vs. Half-Time
Students will need to be enrolled in 6 credits to be considered half-time and 12-18 credits to be considered full-time.
This is an important distinction for charges and for accessing financial aid.
Day Program Tuition and Fees
Tuition and fees are published online at www.augsburg.edu/studentfinancial/tuition/undergraduate-day
Fees (full-time enrollment):
The standard program fees are the Student Activity Fee, Technology Fee, Newspaper Readership Fee, MPIRG Fee, and
the Campus Greening Fee. Specific courses or programs may have additional fees associated with them, such as lab or
supply fees.
Full Time Cost – Fall and Spring 2015-2016
Semester
Year
$17,400.00
$332.25
$1,088 per credit
$34,800.00
$664.50
$4,352 per 4 credits
$1,088 per credit
$182.25 per term
$4,352 per 4 credits
Tuition – Full-Time (12-18 credits per term)
Fees – (12-18 credits per term)
Overload Fee – (over 18 credits)
Part Time Cost – Fall and Spring 2015-2016
Tuition –Part-Time (less than 12 credits)
Fees – (less than 12 credits)
Other Costs
Lifetime Activity Fee
Audit Fee (taking a class for no credit)
Music Lesson Fees
½ Hour Lesson
1 Hour Lesson
$220.00 per course
$1,000.00 per course
$400.00
$800.00
Room and Board Costs:
Detailed housing rates are available through Residence Life Office at www.augsburg.edu/reslife/rates.
Detailed meal plan rates and flex point options can be found at www.augsburg.edu/reslife/rates/meal-plans.
Adult Undergraduate (AU), Weekend/Evening College (WEC), and Rochester (ROCH)
Program Tuition and Fees
Tuition and fees are published online at www.augsburg.edu/studentfinancial/tuition/weekendevening-undergraduate.
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Tuition:
Students are charged per credit. All associated costs must be paid by the beginning of each semester to avoid accruing
finance charges, unless you have enrolled in an official payment plan through Student Financial Services.
Fees:
The standard semester fees are the Student Activity Fee and the Campus Greening Fee. Specific courses or programs
may have additional fees associated with them, such as lab or supply fees.
Adult Undergraduate
Weekend/Evening
Activity Fee
Campus Greening Fee
Rochester Undergraduate
Rochester Activity Fee
$457.50 per credit
$457.50 per credit
$394.75 per credit
$1,830.00 per 4.0 credits
$1,830.00 per 4.0 credits
$20.00 per term
$5.00 per term
$1,579 per 4.0 credits
$50 per term
Payments
Semester Charges
Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits
designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online
through AugNet’s Records and Registration site. Payments can be made online at
www.augsburg.edu/studentfinancial/header-make-paymentaccount-activity/payments. Augsburg may charge late fees
and interest on delinquent accounts. Review the full policy regarding past due balances online at
www.augsburg.edu/studentfinancial/disclosure.
Payment Options
Augsburg College offers payment plan options for all students. Information about payment plans is available online at
www.augsburg.edu/studentfinancial/payment-plans-and-discounts.
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/studentfinancial/sap-policy.
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.
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) helps determine the amount of assistance for which a student is
eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent
family members, other educational expenses, retirement needs, and special considerations.
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant
(except as noted).
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Augsburg may offer both merit-based and need-based financial aid to undergraduate students at the time of admission.
First year students can find specific information at www.augsburg.edu/firstyear/scholarships and transfer students can
find information at www.augsburg.edu/transfer/financial-aid-and-scholarships.
Augsburg will also determine students’ eligibility to receive financial aid grants from both federal and state entities.
These grants include Minnesota State Grant, Federal Supplemental Educational Opportunity Grant (SEOG), Federal Pell
Grant, Federal TEACH grant, and Bureau of Indian Affairs/Tribal and State Indian Scholarship. Contact Student Financial
Services if you need any additional information about any of these programs.
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, and Educational Assistance for Veterans’ Children,
and other sources.
Loan Assistance
Students must be enrolled at least half-time (6 or more credits) to be eligible for any federal loans
Federal Perkins Student Loan
o 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 $16,000.
Federal Stafford Student Loan
o 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.
o 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).
Federal Parent Loan Program (PLUS)
o 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.
Further information about all student and parent loan programs can be found at
www.augsburg.edu/studentfinancial/loans.
Student Employment
Students are able to apply for work study positions through Augsburg’s Human Resources Office. Part-time work
provided by the College is considered financial aid, just like scholarships, loans, and grants. Students are limited to a
maximum of 20 hours of on-campus employment per week. The number of hours a student can work is dependent on
the position and the needs of the department. However, work is not guaranteed.
All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each
placement. Payment is made bi-weekly by check to the student employee.
Federal College Work Study Program and Minnesota State Work Study Program
o Under these programs, the federal or state government supplies funds on a matching basis with the College
to provide part-time work opportunities.
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Satisfactory Academic Progress Policy
Federal regulations require that all higher education institutions establish and implement a policy to measure whether
students [1] receiving financial aid [2] are making satisfactory academic progress toward the completion of a degree.
The purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant
to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the
following standards makes a student ineligible for all institutional, federal, and state financial aid.
Standards of Satisfactory Academic Progress
1) Minimum GPA Requirements
Undergraduate Students must maintain a minimum 2.0 cumulative GPA based on the entire academic record.
2) Minimum Credits Completed
Undergraduate Students must earn a cumulative 67% of the credits attempted based on the entire academic record. A
completed credit has a grade of 4.0 – 0.5 or P. Credits earned and completed will include accepted cumulative transfer
credits as defined by the Registrar’s Office. Unsatisfactory grades “W (Withdrawn),” “I (Incomplete),” “F (Zero),” and “N
(Not Passing)” are counted towards the cumulative attempted credits. Repeat courses and remedial courses are not
counted towards the cumulative attempted credits.
3) Maximum Time Frame
To demonstrate academic progress, undergraduate students must complete their degree objective within 150% of the
length of the program. In the CORE Curriculum, a student needs a minimum of 32 credits to graduate with a bachelor’s
degree. For those under the CORE Curriculum, they may not exceed attempting 49 credits. For students under the
Perspectives and Skills Curriculum, a student cannot exceed attempting 52 credits.
A student who reaches the 150% maximum time frame to complete their degree due to a change in major will need to
notify the Student Financial Services Office in order to continue to receive financial aid.
Monitoring and Evaluating Progress
In order to ensure SAP standards are being met, the Office of Student Financial Services will evaluate and monitor the
students’ academic achievement at the end of each term. After the student’s record is evaluated and the Student
Financial Services Office determined the student to be unsatisfactory, the student will be placed on Financial Aid
Warning or Financial Aid Suspension. Students will be notified through their Augsburg email if they fail to meet SAP
standards.
Financial Aid Warning
A student who fails to meet SAP standards will be placed on Financial Aid Warning for the following term of enrollment.
Students placed on Financial Aid Warning will still be eligible to receive financial aid if they submit an academic plan.
Financial Aid Warning will last for one term. If at the end of the term, the students meets SAP standards, the Financial
Aid Warning will conclude. Students currently on Financial Aid Warning who do not meet the standards at the end of the
term will be placed on Financial Aid Suspension.
Financial Aid Suspension
A student who fails to meet either the minimum GPA requirement and/or minimum credits attempted while on
Financial Aid Warning will be placed on Financial Aid Suspension. A student on Financial Aid Suspension is ineligible to
receive any form of financial aid. A student on Financial Aid Suspension may submit an appeal to reinstate their financial
aid. Financial Aid Suspension will conclude when the student meets SAP standards, or successfully appeals.
Financial Aid will be suspended when a student placed on Financial Aid Suspension does not meet SAP standards.
Because grades may not be available before the beginning of the next scheduled term, it is possible that financial aid
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may be disbursed to a student before the review can be conducted. In the event that a student is found to be ineligible
for the financial aid that has been disbursed due to a failure to meet one of the Standards, the aid that was disbursed
will be canceled, and returned to the appropriate program(s).
Right to Appeal
Students who have had their financial aid suspended may submit the SAP Appeal Form to the Student Financial Services
Office. The appeal must be submitted within 7 days of notification of unsatisfactory status or by the due date given on
the appeal letter. The SAP Appeal Form must be completely filled out, along with any additional documents required by
the Committee. The appeal should state reasons why the student failed to meet SAP standards, and what changed for
the student that will allow the student to demonstrate progress towards meeting SAP standards. The appeal will be
decided by the SAP Committee. All decisions made by the Committee are final.
If a student’s appeal is approved they will be placed on Financial Aid Probation. If a student’s appeal is denied they will
remain on Financial Aid Suspension and will remain ineligible for financial aid.
Financial Aid Probation
A student who has been placed on Financial Aid Suspension and successfully appeals SAP will be place on Financial Aid
Probation. A student on Financial Aid Probation will be eligible to receive financial aid. Financial Aid Probation will last
for one term. If at the end of the term, the students meets SAP standards, the Financial Aid Probation will conclude.
Students currently on Financial Aid Probation who do not meet the standards at the end of the term will be placed on
Financial Aid Suspension.
Student Account Financial Disclosure
Students at Augsburg College are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg College Tuition Refund Policy. Statements and account history are available online through AugNet Records
and Registration.
Augsburg College may require someone to co-sign on the students’ obligations in special cases, such as when a student
has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers are
responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or
attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure.
Results of Balances Not Paid in Full
Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late
payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in
full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year
(.67% per month) will be added onto your student account balance. For example, this means that for every $1,000
owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the
bank for Non-Sufficient Funds.
Past Due Accounts
If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg
reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it.
Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold
transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection
agency or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial
information about her or his account and other pertinent information such as address and phone number to third
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parties who are dealing with the collection of the account balance. By providing us with a telephone number for a
cellular phone or other wireless device, you are expressly consenting to receive communications – including but not
limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing
system – from us and our affiliates and agents at that number. This express consent applies to each such telephone
number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and
messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg College, or
its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40% of the debt, and
all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that, due to
the Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The terms
of this agreement remain in effect until all Term Fees and other charges are paid in full.
Tuition Refund Policy
Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last
day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date,
students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is
effective whether or not a student has attended classes.
Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date
labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar.
Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any
refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for
all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations
are based on the date that the drop/add form is processed.
Medical Refund
If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a
medical refund should be made through the Academic/Financial Petition. Petition forms are available through the
Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of
documentation from the attending doctor, on letterhead, verifying the medical circumstances.
Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be
reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the 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 online through the Registrar’s Office website.
A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively.
The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include,
but is not limited to, statements from each instructor that the student never attended, or documentation of attendance
for the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term
will be replaced with an administrative cancellation fee of $300.
Financial Aid Policy
Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number
of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic
Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with
faculty signature-Full Semester class”. Financial aid will not be adjusted for classes added after this date.
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Students must earn the financial aid they are awarded each semester by actively attending and participating in classes
throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a
“W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes.
Financial Aid - Return of Aid Policy
Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes,
or in the event of hybrid/online courses, be an active participant in the course.
Federal/State Aid Adjustments
Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. Student
are eligible to keep more aid the longer they attend their courses. After 60% of the term has passed, students are
eligible to keep all of their federal/state aid. If you are planning to completely withdraw from your courses, please see a
Student Financial Services counselor to determine what aid may need to be returned.
Institutional Aid Adjustments
Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students
withdraw from their courses they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a
student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid.
Credit Refund Policy
Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a
term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial
Aid needs to be finalized (You can verify your financial aid status online through Track Your Financial Aid) and applied to
a student’s account (Check your Transaction History online to verify all of your financial aid has been applied to your
account and nothing is left pending) before the credit refund can be issued.
Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds.
Students who are enrolled less than half-time (less than 6.0 credits for undergraduates, less than 3.0 credit for
graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration
changes made from the first week of the term through midterm may require a return of financial aid funds. Students
who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund
will be available. Financial aid return of funds may take up to 30-45 days to be processed.
Bookstore Policy
Students who are registered for the upcoming term will be allowed to charge up to $600 to their student account.
Students DO NOT need to request a bookstore account this year.
Please plan ahead and purchase books and supplies before the scheduled cut off dates; plan ahead for courses that start
midterm as you will be unable to charge anything to your student account after the cut-off date.
Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds are issued. If
your bookstore charges create a balance on your account, you need to make payments in accordance with your
statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid
funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you
purchase books if you need to discuss payment options.
Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times.
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Third Party
If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your
purchases to the Student Financial Services Office, along with your invoice request.
Additional Funds
If the cost of your textbooks and supplies are above $600 in one term, you have enough financial aid to cover the
additional costs, and you would like to charge the additional amount to your student account, please send the following
information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing.
Subject: Request for additional funds
Full Name:
Student ID number:
Additional request:
Students will receive an e-mail when the additional request has been processed. Accounts are opened as quickly as
possible, but it could take up to two business days for activation.
Consumer Information
LOSS OF FINANCIAL AID ELIGIBILITY DUE TO A DRUG OFFENSE
A student, who is convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred
while the student was enrolled in school and receiving Title IV aid, is not eligible for Title IV funds. [An illegal drug is a
controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.
A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid
(FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from
a juvenile court proceeding do not affect eligibility and do not need to be reported by the student.
A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and
receiving Title IV aid loses Title IV eligibility as follows:
For the possession of illegal drugs:
First offense: one year from the date of conviction.
Second offense: two years from the date of the second conviction.
Third offense: indefinitely from the date of the third conviction.
For the sale of illegal drugs:
First offense: two years from the date of conviction.
Second offense: indefinitely from the date of the second conviction.
A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate,
clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the
ways in which the student may regain that eligibility.
Regaining Eligibility after a Drug Conviction
A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the
school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the
program. A drug rehabilitation program is considered approved for these purposes if it includes at least two
unannounced drug tests and meets one of the following criteria:
The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government
program.
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The program is administered or recognized by a federal, state, or local government agency or court.
The program received or is qualified to receive payment directly or indirectly from a federally or state licensed
insurance company.
The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor.
Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or
regulations
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Residence Life Program
Students who choose to make Augsburg their home find a friendly, 23-acre village in the midst of a major metropolitan
area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library,
classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 1,000 students living
on campus, most students and faculty greet each other by name.
Augsburg recognizes the importance of the residential experience during the college years. Studies show that students
who live on campus are more likely to persist academically, to be involved on campus, and tend to have a slightly higher
grade point average. Residence Life staff are professional and student team members available to support students in
their academic and co-curricular experiences. Through their efforts residential community members become acquainted
with life at Augsburg through educational and social opportunities.
Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to welcome
students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or
issues.
Resident students have access to a 24-hour computer lounge, wireless internet, study lounges, 24-hour security, laundry
facilities, and vending. All rooms and apartments are equipped with hook-ups for telephone, cable television,
computers, and internet access. A skyway connecting the lobby of Urness Hall and Mortensen Hall to Christensen Center
and Oren Gateway Center to the Lindell Library keeps students out of the weather on the way to class.
To secure housing on campus, students need to submit the following items:
Housing deposit
Residence Life and Dining contract
During spring semester, current Augsburg students are provided with information on the process to secure housing for
the next academic year.
Housing
Urness Hall—One home to new Auggies and upper-class resident advisors, this nine-story high-rise houses 313 students.
Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study, and utility
areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Meal plans are required.
Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and twobedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette
units. It is furnished with beds and dressers. Meal plans are required.
Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and
townhouses. This residence houses 192 upper-class students, and the Neighborhood program. All rooms are furnished
with beds, dressers, desks, and chairs. Meal plans are required.
Anderson Hall Neighborhoods—This is available to students who are interested in creating a living/learning
environment by designing their own house system. All members meet to determine their program focus, educational
goals, and community agreement guidelines. Examples of programs of past neighborhoods include ELE (Everyone Loves
Everyone), Hip Hop House, Environmental Neighborhood, and Honors.
Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with
full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal
plans are optional.
Oren Gateway Center— 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 first-year and upperclass students committed to an alcohol- and drug-free environment. Flats, apartments,
and studios are furnished with bed, desk, and dressers. Meal plans are optional.
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Food Service
Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty,
and staff. This spacious room features small-table units for easy conversation overlooking the College quadrangle and
Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. We offer a meal to
go program for those on a tight schedule.
Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells coffee, smoothies, hot and
cold sandwiches, wraps, soups, salads, and snacks.
Nabo—This eatery is located in the Oren Gateway Center. Pronounced “náh-bu,” with the accent on the first syllable,
featured food options include pasta, cold and hot sandwiches, a pasta bar, pastries, and beverages. Students on a meal
plan have the option of using one meal exchange every week to supplement the Commons.
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Student Activities and Organizations
Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important
part of college life, yet learning and development also occur in formal and informal activities of the College and the
surrounding area. Whether students take classes in the day, evening, or weekend, the climate for learning and living at
Augsburg will add dimension to their education.
Athletics and Sports
Intercollegiate Athletics
Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National
Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball,
ice hockey, wrestling, baseball, indoor and outdoor track and field, and golf. Women annually compete in lacrosse,
volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, indoor and outdoor track and field, and golf.
Facilities
At Augsburg, the facilities are for all students, faculty and staff. Check schedules for times when there is open use of the
gymnasium and ice arena. On-campus facilities include a double-rink ice arena, a 3-court gymnasium, a multi-purpose
athletic field, fitness center with workout machines, a weight room, a racquetball court, and an air-supported dome over
the athletic field for winter fitness, rentals, and spring sport practices.
Intramurals
Every student is urged to participate in activities for recreation and relaxation. An intramural program provides
competition in a variety of team sports as well as individual performance activities. Check schedules on the Athletics
website for times when there is open use of the athletic field/dome, gymnasium, and ice arena.
Campus Activities and Orientation
Campus Activities and Orientation (CAO) creates and implements innovative programming that fosters individual and
community development and creates an environment where students can connect, engage, and invest in the Augsburg
community. CAO programming works to enhance and supplement the liberal arts and professional studies at Augsburg
College through quality transitional programs for new students as well as through leadership education.
CAO is made up of four program areas:
1. Campus Activities
CAO offers several programs and activities throughout the academic year designed to connect and engage students with
the Augsburg and surrounding community.
2. Student and Group Leadership Development
Emerging Leaders Program (ELP) is an initiative designed to develop new leadership at Augsburg College by empowering
first-year students to cultivate and apply their inherent leadership skills through a semester-long skill-building training
program.
Student Group Development-CAO provides student groups with workshops focusing on social justice, privilege, antioppression, and other pertinent areas of development.
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3. Orientation Programs
SOAR is a required two-day, overnight orientation experience for incoming first-year day students designed to help with
the transition to Augsburg College. Students will meet fellow classmates, faculty, and staff; learn about college resources
and services; and get a taste of life on campus.
Parent SOAR is an optional orientation experience for the parents and guardians of first-year students that runs
concurrently with the students’ SOAR session. Parents obtain important information about the campus; meet fellow
parents, faculty, and staff; learn about college resources and services; and get a taste of what life will be like for their
students on campus.
Transfer SOAR is a required day-long orientation experience for transfer students designed to help with the transition to
Augsburg College. Students will learn about College resources and services, hear about academic programs, and discover
why being a part of the Augsburg community is so rewarding.
Auggie Days is a required on-campus orientation experience for incoming first-year day students, which is designed to
complement SOAR, provide opportunities to enhance academic and personal success, and offer a helpful advantage in
starting at Augsburg College.
4. Student Organizations
CAO manages student organizations on campus and provides them access to many benefits, including but not limited to:
organization emails, websites, Auggie's Nest lockers, Auggie Room supplies, skill-building workshops and conferences,
advising, funding and grants, and much more.
Campus Ministry
As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for
spiritual care is evident in the opportunities we encourage and provide for students to explore their own faith. Daily
worship, Wednesday Night Holy Communion, Bible studies, community outreach, retreats, peace and justice events,
concerts and gatherings, and interfaith initiatives are examples of the wide varieties of activities on campus.
At Augsburg College, we are “guided by the faith and values of the Lutheran Church.” Because of this identity, we seek
to develop an environment where people are encouraged to use and discover gifts and a sense of call and vocation. As a
college of the church, we emphasize the development of this through attending to the sacred, living into radical
hospitality, and shaping community. The college pastors and campus ministry staff have offices in Foss, Lobeck, Miles
Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or
information.
Community Engagement
The Sabo Center for Democracy and Citizenship, rooted in Augsburg’s mission to educate students to be informed
citizens, thoughtful stewards, critical thinkers, and responsible leaders, aims to:
Create a culture of civic agency and engagement among students, faculty, staff, and our broader community so that
graduates are architects of change and pioneers in work of public significance.
Foster connections with local community based organizations and position Augsburg as an anchor institution in the
Twin Cities.
Revitalize the democratic and public purposes of higher education in a time when strengthening colleges’ visible
contributions to the common good, not simply to private benefit.
Bonner Leaders Program
In Fall of 2008 Augsburg College launched its first year of the Bonner Leaders Program. Through the Bonner program,
students develop deep community relationships and engage in long-term policy advocacy throughout their time at
Augsburg. Those selected to be Bonner Leaders are students with diverse ethnic and geographical backgrounds and
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experience in community and public work. Through placements with partner nonprofit organizations and community
programs, students work an average of 220 hours each academic year supporting ELL classrooms, running an
employment education computer lab, coordinating a low-income housing program, community health outreach,
tutoring in afterschool programs, and more. Beyond their work-study placements, students participate in civic
engagement efforts on campus.
Through their participation with the Bonner Leaders Program, students engage in monthly guided reflections and
leadership development workshops. The Augsburg Bonner Leaders Program is a successful model that builds on the
College’s culture of community and civic engagement.
Campus Kitchen
The Campus Kitchen Project connects the campus community with the larger neighborhood by using food as a tool to
nourish bodies, develop leadership, and educate students through service learning. To accomplish these goals, four
programs focus on this engagement:
Food to Share
o Surplus food from the Augsburg Dining Service is donated, reheated, and served by student volunteers to
neighborhood partners, including homeless shelters, youth and senior programs, and others. Augsburg
students in need can also find free food at our food shelf on campus, the Campus Cupboard.
Food to Grow
o On the corner of campus, Augsburg staff and students manage a community garden composed of nearly 100
garden plots where community and campus members can grow their own food. The garden staff also hosts
classes on healthy living in which neighborhood youth learn to grow and cook healthy food.
Food to Buy
o Find fresh produce grown by local farmers at the weekly farmer’s markets Tuesdays through the summer:
11-1 pm at Foss Chapel on campus, and 2-5 pm at the Brian Coyle Center down the street. The market
doubles any purchase made with food stamps. Augsburg is also the host of an organic CSA farm that people
can become members of and get a large box of produce each week.
Food to Know
o Understanding our food system and community health through programs that educate on issues of hunger
and poverty, and cooking and gardening classes in the community and weekly on campus.
Common Table
The Common Table, located at 2001 Riverside in the Trinity Congregation Building, is devoted to building community
capacity to make change by connecting and equipping leaders.
Connecting campus community with neighborhood community.
Connecting students to local communities, professionals, and movements.
Connecting community members across boundaries at an intersection.
Equipping young people with the mentorship and connections to pursue their goals.
Equipping community members with the tools and experience of public work and organizing.
Equipping leaders with an equity analysis for equitable leadership.
We continue to welcome new ideas for utilizing this multi-purpose space to deepen the relationships between Augsburg
College, Trinity Lutheran, the Cedar Riverside neighborhood, and the Twin Cities.
Jane Addams School for Democracy
The Jane Addams School for Democracy brings immigrant families, college students and other community members
together to do public work and learning. It is a community-based initiative inspired by the vision of democracy,
productive citizenship, and popular education held by settlement house pioneers like Jane Addams, who created Hull
House in Chicago in 1889.
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Participants in the school include long-time community residents, Hmong, Latino, and East African refugee and
immigrant adults and children, as well as students, faculty, and staff from nine Twin Cities colleges and universities. The
non-bureaucratic and non-hierarchical structure of Jane Addams School breaks down barriers so that people can work
together across language, culture, gender and age differences to address issues that impact their daily lives.
Public Achievement
The Public Achievement organizing model recognizes that people of every age have skills, talents and ideas, and that by
learning to work strategically with others they can solve problems and build sustainable democratic societies. In a school
setting, young people form teams to take action on a public problem that is important to them (for example, driving out
gang activity or improving classroom space). The team works with a coach—typically a teacher or college student—to
develop an action plan. Through practice and reflection, the team members develop public skills and confidence.
Service-Learning and Community Engagement/Community Service-Learning
Augsburg’s Community Service-Learning Program provides students with opportunities to understand and respond to
needs in the city through course-embedded service experiences and civic engagement activities. A key component of
community service-learning is reflection on and analysis of community issues in order to promote personal and
educational growth and civic responsibility. By connecting classroom content with service-learning experiences in the
city, Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and
related community issues. This dynamic and interactive educational approach employs reciprocal learning between
students and their community. Service-learning components are embedded in most academic disciplines. Examples of
community service-learning sites include homeless shelters, cultural and environmental organizations, tutoring
programs, and literacy centers.
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 Theater Arts Program and have the opportunity to attend a series of oncampus workshops with visiting arts professionals.
Student Center
Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally
considered the “living room” of the campus, the student union provides a central gathering place for the diverse
populations of residential, commuter, Adult Undergraduate, and graduate students at Augsburg through the merging of
curricular and co-curricular programs and activities. Christensen Center also houses several student services, such as the
Admissions Office, Campus Activities and Orientation, the Strommen Center for Meaningful Work, Multicultural Student
Services, LGBTQIA Student Services, Event and Conference Planning, the Copy Center, Shipping and Receiving, the
Information Desk, A’viands Food Services, and Mail Services.
The Auggie’s Nest, located on the ground floor of Christensen Center, serves as the student organization office area and
houses the Augsburg Day Student Government, the Augsburg ECHO (campus newspaper) office and the KAUG (campus
radio) office. Lockers are also available in this area for student organization use.
Student Government
The Augsburg Day Student Government and the Adult Undergraduate Student Advisory Council organizations support
and advocate for student concerns, needs, and activities. These student government groups serve as the official student
governments, and the primary voice and liaison between students and the administration, faculty, and staff of Augsburg
College.
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Student Resources/Academic and Support Services
Library and Information Technology Services
The James G. Lindell Family Library opened in 1997. The four-level, 73,000-square-foot facility houses the library and
information technology functions of the College as well as the Gage Center for Student Success. In addition to its large
collection of print volumes, e-books, and e-journals, Lindell Library includes special collections and archives, a curriculum
library, a computer lab and student computing help desk, a library instruction classroom, and facilities for media viewing
and listening. Skyways link the library to Oren Gateway Center and Sverdrup Hall.
Learning Commons
Within Lindell Library, a Learning Commons provides assistance in research and the use of technology as well as spaces
for collaborative learning.
Library Resources
Students can search a wide variety of local, regional, national, and international databases. They have access to 120
databases, 27,000 e-journals, 52,445 e-books, and 177,000 print volumes within Lindell Library and, through a daily
courier service, access to the library holdings of six other private liberal arts colleges in the Twin Cities. In addition,
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 relevant and timely
access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for
more on Information Technology at Augsburg.
Computer Labs
Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available
in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The College has five
computer classrooms, 41 technology-enhanced classrooms and one video conferencing-enabled classroom. The
circulation desk in 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 to the internet. Network-ready student
machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the
AugNet online services are available securely on- and off-campus.
Clair and Gladys Strommen Center for Meaningful Work
Career & Internship Services
The Career and Internship Services office is an integral component of the Clair and Gladys Strommen Center for
Meaningful Work. Our staff is committed to helping students develop lifelong career management skills that honor each
student’s unique gifts and aspirations, aligned with active citizenship in the world. The Career and Internship Services
office plays an essential role in students’ overall education and includes a comprehensive resource center that
emphasizes the importance and value for all students to engage in internships, career development, and the exploration
of vocation throughout their college years.
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We help students and alumni:
Assess their values, interests, personality, strengths, and skills
Explore meaningful work options and majors that align with these elements
Link academic majors with career paths
Consider the role that vocation plays in their lives
Clarify their personal definition of meaningful work
Build experience through volunteer and internship learning opportunities
Prepare for the job search and/or graduate school
Build lifelong career management skills to successfully navigate the changing job market
Make a difference in our communities by contributing their unique gifts to the world
Augsburg offers several opportunities for students to gain on-the-job and internship experience. Our faculty and staff
have developed partnerships with community organizations and employers that provide learning opportunities to
students, many of which fulfill the Augsburg Experience requirement for graduation.
Internships
Internships for Academic Credit
o An internship for credit is a carefully planned, work- or service-based learning experience where a student
focuses on specific learning objectives that connect concepts of the major to the experience. 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. Interdisciplinary (INS) internships are also available. A learning
agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic
objectives, strategies, and evaluation methods for receiving credit. Students complete internships in
nonprofits, small and large businesses, government agencies, museums, arts organizations, schools and
churches.
o Internships for credit are available in all majors and can be taken during any semester. Students must be
registered for their internship during the term in which they are completing the majority of their experience.
Credit will not be awarded for past experiences. Internships can be registered for 2 or 4 semester credits. A
two credit internship involves a minimum time commitment of, on average, 6 hours per week or 80 total
hours for the semester. Internships for four credits require a minimum time commitment of, on average, 12
hours per week or 160 total hours for the semester. A maximum of 16 semester credits of internship may
count toward the total credits required for the degree. Upper division internships completed off-campus for
credit will automatically fulfill the Augsburg Experience graduation requirement.
Non-credit internships
o Internships related to a student’s major or career interests can be registered for a zero-credit internship
(AUG EX3) to fulfill the Augsburg Experience graduation requirement. The goal is for students to apply
theory to practice in a real world setting and reflect on the experience. Internship opportunities are typically
part-time during the academic year and/or full-time during the summer, but may have flexible start dates
and schedules. Students choosing to complete this option will register the internship during the term in
which they will be completing the experience, set learning goals, complete a minimum of 80 hours, and
reflect on their experience. The Director or Internship Coordinator of Career and Internship Services
supervises non-credit internships and evaluates the reflection process.
Work Connections (Available to WEC and AU students only)
o Work Connections is a non-credit option available to WEC/AU students who are currently working full or
part-time. The Work Connections option allows WEC/AU students to utilize their rich and often extensive
work history to meet the Augsburg Experience graduation requirement in lieu of a traditional internship.
WEC/AU students choosing to complete this option will register for the Work Connections course (AUG EX4)
during the term in which they intend to complete their reflection work. This option requires students to
write learning outcome goals that integrate their on-the-job experience with classroom learning and
complete reflection assignments describing an academic and work connection. Staff of Career and
Internship Services supervises and evaluates the Work Connections reflection process.
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Gage Center for Student Success
The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the College and
beyond. The Gage Center is located on the Link Level of Lindell Library. The center consists of five collaborating units:
Academic Advising
The Deidre Middleton Office of Academic Advising works in support of faculty advisors to guide students in identifying
academic interests and satisfying the curricular requirements of the college. Our office assists new Day and Adult
Undergraduate (AU) students with initial course selection and registration, and provides orientation to the academic
policies, procedures, and resources at the College. In addition, Academic Advising administers assessment tests,
interprets graduation requirements, provides degree planning resources, and answers academic progress questions.
All incoming students are assigned a faculty and staff advisor. Staff advisors work closely with students to ensure their
understanding of available resources and support. As students become more familiar with the College, they spend more
time meeting with their faculty advisor and developing the faculty-student mentoring relationship.
Once a major is declared, each student will select a faculty advisor from their chosen discipline by completing the
Change of Major/New Advisor Form. While all students are required to meet with their faculty advisor(s) each term
prior to registration, students are encouraged to meet with their advisor(s) as often as necessary to support their
academic progress. Students must declare their major(s) by the end of their sophomore year. Majors and minors are
declared online in Augnet Records and Registration. Students confirm their majors and minors on an annual basis until
the Intent to Graduate form is submitted.
Academic Skills Office (ASO)
The Academic Skills Office helps students to achieve their academic goals and become self-directed learners.
Comprehensive academic support (e.g., training in time management, note-taking, reading, testing,
motivation/procrastination, problem solving, troubleshooting) is available for all Augsburg students through individual
and group appointments. In addition, the Academic Skills coaches address affective needs and aid in the overall
transition to college. Coaches also refer students to campus resources.
The Academic Skills Office coordinates several programs to support students:
Tutoring/Supplemental Instruction Services
o ASO coordinates free tutoring (individual and group drop-in) for most classes and supplemental instruction
in specific courses. Tutors and SI leaders are recommended by course professors and trained by ASO to
provide tutoring support.
Conditional Admit Program (CAP)
o Each year, a limited number of students are admitted conditionally through the CAP program. If CAP
students do not meet the program requirements, they will be continued in the CAP program, placed on
probation, or dismissed. Get more information at the Academic Skills Office website,
http://www.augsburg.edu/acskills. See the Academic Progress, Probation, and Dismissal section of the
catalog for a description of probation and dismissal procedures.
Probation Advising
o Students placed, continued, or returned to academic probation are required to meet with an approved
academic advocate. A registration hold is placed on the student's record, which will prevent registration,
until the student completes the probation requirements. Students who do not fulfill the necessary
requirements of their probationary status will be continued on probation and/or dismissed. For more
information on probation requirements, go to the Academic Skills Office website at
http://www.augsburg.edu/acskills. See the Academic Progress, Probation, and Dismissal section of the
catalog for a description of probation and dismissal procedures.
Augsburg Advantage at St. Kate’s (AASK) o Based on their application for admission to Augsburg, the Augsburg College Admissions Committee selects
students for the AASK program--a collaborative effort between St. Catherine University (St. Kate’s) and
Augsburg. The program assists students with the transition from high school to college with specific courses
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o
o
o
and supportive programming. The program provides participants with the opportunity to complete similar
coursework that first-year students complete at Augsburg on an even smaller campus with more faculty
support. Students attend courses on the Minneapolis campus of St. Catherine University and have access to
both campuses for support, resources, and activities.
Upon successful completion of the first year (student must complete a minimum of 28 semester credits),
students are guaranteed sophomore status and will have fulfilled many of the first-year Augsburg
requirements.
To complete the program, in order to “transition,” students are required to:
Complete all required courses (30 semester credits) including Foundations of Wellness (at Augsburg)
with a minimum 3.0 GPA and no course grade below 2.0 or P.
Satisfactory completion of all Critical Competencies at St. Kate’s
Attend all seminars and transition events at Augsburg and St. Kate’s
Complete transition application and recommendation process with advisor at St. Kate’s by March
15.
Complete the Summer Transition Program (one course and all programming) in the second summer
semester at Augsburg after completing the first year at St Kate’s.
A second year program, which would allow students to earn an Associate of Arts degree from St. Catherine’s
University, may be an option for students who are unable to transition after their first year in the AASK
program. Students should contact SCU and Augsburg advisors if interested in this option.
Center for Learning and Accessible Student Services (CLASS)
The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic
support for students with documented learning, attention, psychiatric, and other cognitive disabilities, and for students
with physical disabilities such as TBI, chronic illness, mobility impairments, and vision, hearing, or speech impairments,
and temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain 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 develop a plan for ensuring they have equal access to
Augsburg courses, programs, activities, and facilities. 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, student technology assistance, academic advising, counseling,
financial aid)
Training and use of assistive technology through the Groves Accommodations Laboratory
Coaching on academic, organizational, and time management skills
Campus living accommodations
The Disability Specialists may also consult with instructors, academic advisors, and other members of the college faculty,
staff, or administration to support each student as they work toward success. Taking advantage of these
accommodations and services, however, remains the student’s responsibility.
Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting
with a Specialist to discuss their needs, as well as appropriate documentation of their disability. 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.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and
may not fundamentally alter the basic nature or essential components of an institution’s courses or programs.
CLASS services are made possible in part through endowment support provided by the Gage family and the Groves
Foundation. For further information, call 612-330-1053.
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TRIO Programs
TRIO programs are funded by the US Department of Education, and hosted with additional funding by Augsburg College.
TRIO Programs seek to help students overcome class, social, academic, and cultural barriers to higher education. They
help students prepare for college, adjust to college life, persist in college, and maintain good academic standing to
graduate with a bachelor’s degree, as well as assist with preparation for graduate school.
TRIO/Student Support Services
Student Support Services (SSS) is a TRIO program designed to help students persist in college and graduate in a timely
manner. The program serves students who are low-income, first-generation college students (neither parent has a fouryear degree) and/or students with disabilities to develop the skills and motivation necessary to successfully pursue and
earn a bachelor’s degree. Participants in TRIO/SSS must also be US citizens or permanent residents or refugees, must
demonstrate academic need for program services, and must be committed to succeed in college.
Augsburg TRIO/SSS serves 160 students from the point of admission through graduation, including transfer students.
TRIO/SSS typically admits 40 new students to the program each year. Students meet regularly with their program
advisor to address academic success issues through:
Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skillbuilding
Academic program planning, including pre-registration for each term, major and career decision-making, and longterm course planning
Preemptive tutoring during the first seven weeks of the semester
Financial aid counseling and financial literacy education
Information on and assistance with FAFSA renewal and supplemental scholarship applications
Academic progress monitoring
Weekly adjustment-to-college meetings for first-year students
Weekly progress meetings for students on academic probation and for students admitted through Conditional Admit
Program (CAP)
Career, academic and personal skills development, with referrals to appropriate resources
Information, preparation, and referral to on- and off-campus leadership, internship, job and service opportunities
Academic success workshops, group academic skill development
Graduate and professional school information and application assistance
Social and cultural activities and student-led events
Equipment lending program for short-term use of laptops, graphing calculators, Smart Pens
Five-week residential Summer Bridge program for 25 incoming first-year students, including free summer-term
college coursework, academic seminars, adjustment-to-college workshops, and advising
Need-based college completion scholarships for junior and senior students actively participating in TRIO/SSS
Students may apply for TRIO/SSS any time after admission to Augsburg College; however, preference is given to students
who apply within their first term of enrollment. For more information or an application, go to www.augsburg.edu/triosss
or contact program staff directly at 612-330-1311 or triosss@augsburg.edu.
TRIO-McNair Scholars Program
The Ronald E. McNair Post-Baccalaureate Achievement (McNair Scholars) Program, a federal TRIO program funded by
the US Department of Education, is designed to prepare participants for graduate school through involvement in
research and other scholarly activities. The goal is to increase the number of students in doctoral degree programs who
are low-income, first-generation and/or underrepresented in graduate education.
The Augsburg McNair program serves 26 students per year who are admitted during their sophomore or junior year.
Admissions is competitive as students must demonstrate strong academic potential and have an interest in pursuing
doctoral studies. To be eligible for the program the student must be: (1) enrolled full-time at Augsburg College; (2) a
permanent resident or U.S. citizen; (3) qualify as BOTH low-income AND first generation; AND/OR a member of a group
underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. A major
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component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a faculty
mentor. Scholars receive a $4,000 research stipend, plus a room and board stipend, and funding for research supplies.
Stipends are also available for attending and presenting research at a professional conference.
McNair Scholars participate in:
A motivated, diverse, and supportive learning community;
Graduate school preparation and application assistance;
Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most
graduate programs;
Social and cultural activities to enrich participants’ academic lives and perspectives;
Conference travel and professional presentation of participants’ original research;
Financial aid exploration and financial incentives such as fee waivers for graduate school applications and the fee
reduction waivers for GRE, as well as McNair-designated fellowships;
Academic workshops and the 2 credit course McNair 301: Research in the Disciplines;
Workshops to sharpen writing, library, technology, and oral presentation skills.
The McNair Scholars program is rigorous and highly respected at the national level.
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:
Undergraduate Research
Summer Research Program
o URGO Summer Research is a 10-week, on-campus program where students join a faculty member’s ongoing
research/creative line or carry out an individually designed project. Students receive $4,000, a supply budget
and a housing stipend.
Academic year research
o $1,200 to pursue scholarship with a faculty mentor
Off-campus Summer Research Opportunities
o URGO maintains a comprehensive website, listing off-campus research opportunities. URGO staff work with
students to craft and submit high-quality applications for research experiences across the U.S. and some
outside the U.S.
Nationally-Competitive Fellowships
Provide application assistance and interview preparation for awards such as the:
Fulbright US Student Program
Goldwater ($7,500 science scholarship)
Rhodes (two years at Oxford)
Truman (graduate fellowship for public service)
Mitchell (one-year study at Irish institution)
Rotary Ambassadorial Scholarship
Marshall (two-year study at UK institution)
Udall ($5,000 for undergrad interested in environmental or tribal policy)
UK Summer Fulbright (first and second years study abroad at UK institution)
NSF (graduate fellowship)
Gates/Cambridge (two years at Cambridge)
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Graduate School and Pre-Health Sciences Advising
Individualized advising and application assistance for:
Graduate school
Pre-health sciences (medical school, physician assistant program, pharmacy school, veterinary medicine, physical
therapy, occupational therapy, public health. etc.)
Off-campus summer research experiences for undergraduates (US and abroad)
GRE Exam Preparation
Other Initiatives
Fund student travel to national academic conferences to present research findings
Mayo Innovation Scholars Program
Collaborative research between select Minnesota private colleges, Augsburg’s MBA program, and the Mayo Clinic
Office of Intellectual Property
Zyzzogeton
Annual on-campus festival showcasing undergraduate research and creative activity
Courtland Agre Annual Summer Research Symposium
Annual research seminar for students in STEM disciplines, hosted in conjunction with Nobel laureate chemist and
Augsburg alumnus, Peter Agre, and St. Olaf College
Bernhard Christensen Center for Vocation
Augsburg College has a deep and long-standing commitment to the theological concept of vocation—the idea that all
people can use their individual gifts to serve God’s purposes in the world and that each person’s contribution is uniquely
valuable.
In the spring of 2002, with the generous support of the Lilly Endowment, Augsburg created a program called Exploring
Our Gifts that was designed to help students, staff, and faculty explore the connections between faith, learning, service,
and work. Over the years, the program has helped embed vocational themes into the curriculum and has sponsored a
wide variety of short-term projects that offer rich opportunities for reflection on how to live with purpose and meaning.
These ongoing projects include internships at nonprofit organizations, off-campus service projects, international
seminars, vocation-themed chapel presentations, interfaith forums, vocation retreats, and scholarships for students
interested in exploring service to the community, ministry, or church leadership.
When Exploring Our Gifts ended in summer 2010, the College created a permanent center—the Bernhard Christensen
Center for Vocation—that keeps vocation at the core of Augsburg’s vision. This center continues many of the earlier
initiatives and carries on the work of promoting discovery of gifts and discernment of calling among the students,
faculty, and staff at Augsburg as well as members of the larger community.
For further information on how to participate in Augsburg’s vocation programming, visit www.augsburg.edu/ccv.
StepUP® Program
The StepUP program at Augsburg College strives to help students champion lives of recovery, achieve academic success,
and thrive in a residential community of accountability and support. The culture of StepUP is shaped by its values:
recovery based on spirituality, 12-step mutual support groups, and other proven pathways to healthy recovery; personal
responsibility, integrity, and living a balanced life; educational success; giving back through servant leadership; thriving
in a community that is an alcohol- and drug-free environment; and developing healthy minds, bodies, spirits, and
emotions.
Students live in on-campus recovery housing, have individual support meetings with licensed alcohol and drug
counseling staff, and participate in team and community-building activities. Students have access to academic skills
specialists and other support services on campus. Participation in StepUP offers students leadership opportunities within
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the program, on campus, and in the greater Twin Cities community. 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 last a lifetime.
In order to qualify for the program students must be committed to a 12-step or other proven, abstinence-based
recovery program, have a minimum of six months of continuous sobriety, agree to abide by the StepUP contract, and
live in StepUP housing.
Multicultural Student Services
American Indian Student Services
The American Indian Student Services program has been assisting American Indian students to further their academic
careers at Augsburg College since 1978. The program’s mission is to recruit, retain, and graduate Native students by
providing academic, financial, emotional, and cultural support and advocacy in a comfortable and friendly environment.
Some of the services provided include:
Assisting students with the admission process and financial aid application
Nurturing students’ identification as an American Indian and providing opportunities for students to learn about
their heritage
Providing opportunities for the campus community to learn about the variety of American Indian people and
cultures
Providing academic advising and course plans
Providing opportunities to network with other American Indian students, faculty, staff, and alumni
Providing a number of different scholarships, including the Bonnie Wallace Leadership Award, Minnesota Indian
Teacher Training Partnership Grant, and additional assistance in seeking and applying for other outside/tribal
scholarships
Offering community and professional referrals, networking opportunities within the Native community and
information about jobs and internships
Latin@ Student Services
Mission
The mission of Latin@ Student Services (LSS) is to provide services, programs and resources that empower Latin@
students to persist and graduate, develop and strengthen their self-advocacy and leadership skills, and contribute to the
advancement of the communities they are part of.
Most importantly, LSS seeks to be a safe inclusive place where students feel a sense of belonging and community and
find pride in their self-identified identities, affinities, and culture.
History
Originally established in 1994 to support a majority of international and 2nd generation hispano/latino students, the
office of Hispano/Latino Student Services was re-branded in 2014 under the Latin@ Student Services (LSS) name in
recognition of the changing demographics and needs of current Latin@ students at Augsburg College.
During the 2014-15 academic year, LSS has served 177 self-identified Latin@ students who represent a diversity of
identities, cultural and national backgrounds, individual and community experiences, sexual orientation, religious
affiliation, class, and immigration statuses.
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.
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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.
Pan-Afrikan Center
The Pan-Afrikan Center (PAC) traces its roots to the 1968 event, “One Day in May” when Augsburg students compelled
faculty and staff to respond to Civil Rights era challenges pro-actively through sit-ins and teach-ins held on and off
campus. As a result, Black Student Affairs was born. It has evolved over the years into the PAC. Today, the PAC is
primarily a resource center, providing culturally-conscious personal, academic, financial, pre-professional and
transitional support for students of African descent. This serves to enhance the recruitment, retention, and graduation
of our students and facilitates a more meaningful learning experience. The PAC brings the knowledge and experience of
Afrikan people in the Diaspora to the community through a variety of programming as well through advising the PanAfrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to
enable students of African descent to share their diversity and collectively express their fellowship with the Augsburg
community. PASU sponsors a variety of social, intellectual, and cultural activities.
Scholastic Connections
Scholastic Connections is a scholarship and mentorship program for achievement-oriented, undergraduate students of
color. The goal of the program is to form a mentoring community that provides a network of belonging that recognizes,
supports, challenges, and inspires scholars to ensure their success at Augsburg and beyond.
Each year five new scholars are selected as program participants via an application process. Scholars receive a $5,000
scholarship for the academic year 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, scholar/mentor pairings are formed that,
ideally, match ethnic group and field of interest.
Eligible scholars have:
A GPA of 2.5 or higher
Demonstrated financial need
Demonstrated leadership ability or potential
Demonstrated community involvement both on and off campus
Program objectives are to:
Support scholars as they continue at Augsburg
Frame the 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 Services
Lesbian, Gay, Bisexual, Transgender, Questioning, Intersex, and Asexual (LGBTQIA) Student Services works to improve
the campus climate for all students, staff, faculty and visitors at Augsburg College by developing and supporting inclusive
understandings of gender and sexuality, as well as fostering a community that honors and affirms the wholeness of all
identities.
LGBTQIA Students Services provides student advocacy and educational opportunities for the entire campus through a
variety of programs and ongoing initiatives. Queer Pride Alliance; Ally Trainings; the Soup, Gender, and Sexuality series;
and the LGBTQIA Newsletter offer learning and networking opportunities for the entire campus on issues around gender
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and sexuality. In addition, the department honors LGBTQIA and allied students each year during Lavender Celebration,
where the recipients of the LGBTQIA Student Leadership Awards and Karen Neitge Scholarship are honored.
For more information, visit www.augsburg.edu/lgbtqia.
Women’s Resource Center
The Anne Pederson Women’s Resource Center at Augsburg College is located in Sverdrup Hall 207, offering a variety of
programming for Augsburg students of all gender identities and a meeting place for students, faculty, and staff alike. It
houses a Women’s Studies library, a seminar room for films and discussions, and a lounge space for studying, relaxing,
and just hanging out.
The Women’s Resource Center sponsors numerous programs and activities on topics such as sexuality education and
sexual assault advocacy, as well as broader topics such as The Vagina Monologues, monthly film showings, and monthly
brown-bag lunch discussions. The WRC’s largest event is the annual Koryne Horbal Convocation Lecture, which features
women and men who speak about the many issues important to women’s, as well as everyone’s, lives. The center also
regularly co-sponsors annual events for the Muslim Student Association’s Women in Islam Day and for Queer and
Straight in Unity. The WRC is also the home of the Student Feminist Collective.
We would love to support you as an intern or volunteer, or simply to co-sponsor your event! Contact us or friend us on
Facebook to find out about upcoming events and other opportunities for participation. Student staff positions at the
WRC are posted online with Human Resources as they become available.
Health and Fitness
Center for Wellness and Counseling (CWC)
CWC provides short-term personal counseling for students to discuss personal life challenges with professional mental
health counselors in a confidential and supportive setting. Through counseling, students can name personal strengths
and challenges, identify self-care and support resources, learn new relationship and coping skills, and increase
awareness of values and choices. Counseling services to students include individual counseling, group counseling,
assessment and referral to campus and mental health resources, educational workshops, and consultations in the case
of concern for another student.
Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship concerns,
grief and loss, roommate issues, intimacy and sexuality, alcohol and other drug concerns, family issues, eating concerns,
coming out and other sexual identity concerns, cultural identity, self-esteem, sleep difficulties, and other concerns.
Professional counseling can help increase student academic success both by increasing the opportunity for increased
self-understanding and personal growth, and by directly addressing potential barriers to academic success.
CWC also offers health promotion activities and events to increase student awareness of health issues and support
students in developing new behaviors for a healthier lifestyle, such as mindfulness events, stress management, and an
annual Health Fair. Health promotion also includes an active group of peer health educators, Engaging Peers on Issues
and Choices (EP!C) who are available to present an interactive alcohol education program to groups requesting the
program. Health promotion also works with various campus organizations and student groups 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
student athletes. If a student is not covered by a health insurance plan, they may contact the Center for Wellness and
Counseling for more information on student health insurance plans.
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Health Clinic Services
The College offers basic health care services to students through a contract with University Fairview Physicians –
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 612-3301707 or visit www.augsburg.edu/cwc.
Fitness Centers
Located on the lower level of Kennedy Center and Melby Hall the fitness centers are equipped with stationary bicycles,
stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal and free
weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes.
International Student and Scholar Services (ISSS)
ISSS is responsible for the enrollment planning, recruitment and advising of exchange students and degree-seeking
international students. Members of the ISSS team serve as Designated School Officials (DSO) for the College’s F-1
student visa program and as Responsible Officer (RO) and Alternate Responsible Officer (ARO) for the College’s J-1
student/scholar exchange program. A DSO ensures institutional and individual compliance with the law and government
policies pertaining to F-1 students. The RO and ARO ensure institutional and individual compliance with the law and
government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F and J
regulations so that students maintain their F or J immigration status.
Examples of ISSS responsibilities include:
Recruiting international student applicants and guiding them through application and visa processing procedures
Managing international student recruitment partnerships
Marketing Augsburg College to the international community
Advocating on policy matters affecting international students
Advising the International Student Organization
Coordinating the International Student Mentor Program
Providing intercultural competence training and mentoring for students, faculty and staff
Implementing a mandatory international student orientation program each semester
Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a
driver’s license, MN State ID or social security card
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Special Academic Programs
Center for Global Education & Experience (CGEE)
Study abroad and away at Augsburg aims to provide students the skills needed to be successful in today’s highly
interconnected world. The College’s mission states, “An Augsburg education is defined by excellence in the liberal arts
and professional studies guided by the faith and values of the Lutheran Church, and shaped by its urban and global
settings.” This strong commitment to a global perspective provides the foundation to include study abroad or away in
every student’s degree program. Augsburg’s programs, including those of the Center for Global Education & Experience
as well as individual departments, as well as HECUA provide study abroad and away opportunities for students in all
majors.
Using an experiential education model that focuses learning on social justice issues, these programs challenge students
academically and personally to become “informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders.”
In addition to the following programs, students have over 300 programs in nearly 90 countries, including the United
States from which to choose in order to meet their curricular and personal needs. CGEE (formerly Augsburg Abroad and
Center for Global Education) is the front door for students and faculty interested in study abroad, and provides advising
on programs, finances, and academics. Services provided through CGEE:
Study Abroad and Away in the USA program selection advising
Financial and academic advising
Pre-departure and re-entry support, including career integration
Program coordination for semester and short-term programs
Faculty resources to globalize courses at home and abroad
In addition to the services and programs listed above, CGEE works with the entire campus to increase the breadth and
depth of Global Education within the curriculum, in our campus life and to engage the community surrounding the
campuses in the Twin Cities and Rochester, and across the United States.
About a third of Augsburg undergraduate students enroll in off-campus study programs internationally and domestically
before graduating. Students can study a variety of disciplines in a wide variety of countries. For example, students have
the opportunity to examine Environmental Sustainability in the USA, study gender issues in Mexico, study social change
in Central America, carry out business simulations in Norway and Germany, complete student teaching in Italy, intern
with community organizations in Northern Ireland, do an internship in Namibia, do ecological field study in the
Galapagos Islands, take organic chemistry in England, and gain fluency in a foreign language where it is widely spoken.
Students can choose from more than 300 programs in 90+ countries including the United States. Programs vary in length
from one week to a year abroad. In addition to the Augsburg CGEE programs (Augsburg faculty-led short-term, Augsburg
in Central America, Mexico, and Southern Africa, Exchange, and HECUA programs), students can choose from Augsburg
Affiliated Programs.
Study Abroad & Study Away in the USA Programs
Augsburg in Central America, Mexico and Southern Africa
The mission of the CGEE signature Augsburg in Central America, Mexico and Southern Africa Programs 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. Students experience three distinct types
of living situations: living with other students in a community house, spending several days in a rural setting, and living
several weeks with host families. In the Southern Africa programs, students travel together on two-week seminars—
Namibia to South Africa. Scholarships are available.
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Augsburg in Central America
Social Change in Central America: Exploring Peace, Justice, and Community Engagement (Guatemala, Costa Rica,
Nicaragua)—Fall or Spring
This is an intensive semester of study and regional travel designed to introduce students to the key issues facing Central
Americans. Students will explore the history, culture, and struggles of the people of Central America in this provocative
and inspiring experience that develops Spanish language skills while immersing participants in the lives of host families,
urban and rural communities, and grassroots organizations dedicated to work on issues related to conflict, US foreign
policy, gender, and economic and social justice. Students spend the first five weeks in Guatemala, the next four weeks in
Costa Rica, and the final six weeks in Nicaragua. Students live with local host families for nine weeks. Prerequisites: one
course in college-level Spanish or its equivalent.
Students spend the first five weeks in Guatemala, the next four weeks in Costa Rica, and the final six weeks in Nicaragua.
All students will take the following four courses: one Spanish course, REL 366, HIS/WST 355, and POL 310.
Augsburg in Mexico
Crossing Borders: Gender and Social Change in Mesoamerica—Fall
This program is an experientially-based and designed to introduce students to the important issues facing Mexico, USMexico relations, and the context in which many Mexicans are immigrating to the United States. Students will improve
Spanish language skills, as well as develop intercultural skills. Students will learn about key social, economic, political,
and cultural issues in Mexico, as well as explore the interconnectedness of race, ethnicity, class, gender, sexuality, and
religion. Students will learn firsthand from diverse women and men involved in struggles for social change, as well as
business leaders, religious leaders, feminist activists and scholars, government representatives, politicians, and political
activists. Spanish courses range from beginning to advanced, including courses for bilingual students. The program
includes rural travel within Mexico and four-to-five-day seminar in Mexico City. Students stay in the Augsburg study
center for part of the semester and with Mexican host families for four to six weeks, although semester-long homestays
are available for Spanish majors and others upon request. Students may meet several AugCore and General Education
requirements (Augsburg Experience, Fine Arts, Humanities, HPE, Keystone, Science, Search for Meaning II, Social Science
and Modern Language) while in Mexico and/or take courses in the following four concentrations: Business, Religion,
Spanish and Gender, Sexuality, and Women’s Studies. Spanish courses range from beginning to advanced, including
courses for bilingual students.
International Business and Global Citizenship—Fall
Today’s business leaders are increasingly well-served by a global perspective. Students gain international experience in
Mexico, the business capital of Latin America and the United States’ third largest trading partner. Students improve
Spanish language skills and understanding of Mexican culture in order to communicate with and serve the largest
immigrant group in the US – a group that is rapidly increasing in economic influence. This program emphasizes success in
business, while also encouraging a commitment to corporate responsibility, sustainability, and equality by exposing you
to both the opportunities and challenges of international business.
Students may take courses any of the following business courses in addition to any courses from the Crossing Borders
(see listing) program: Accounting Theory & Practice, Global Business Management, International Business, International
Marketing, Keystone, and Internship.
Language and Culture in Mexico—Summer
This community-based program includes multiple guest speakers, excursions to historical, cultural, and archeological
sites, and group discussions designed to help you learn about the diverse cultures and current issues of Mexico.
Weekend excursions include trips to Mexico City, Taxco, Puebla, and the Teotihuacan pyramids.
Two seven-week sessions focus on Spanish language and Mexican culture in which students can take two courses per
session, plus a non-credit Latin Dance course. Students may choose to participate in just one or both summer sessions
for a total of eight or sixteen credits. It is possible to fulfill the language requirement by taking two intensive Spanish
courses in one seven-week session.
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Migration and Globalization: Engaging Our Communities—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, socioeconomic class, gender, sexuality, economics, and the
environment. Credit is available in Spanish, History, Political Science, Religion, and Gender, Sexuality, and Women’s
Studies. Students spend most of the semester living in Augsburg housing and approximately six weeks living with
Mexican host families.
Course offerings include: HIS/WST 357, POL/WST 341, REL 200, an internship, independent study, and the choice of 1-2
Spanish courses from 16 different options (including ART 231, which meets the LAF requirement in Fine Arts). A Lifetime
Activity course (Latin Dance) is also available for no credit.
Spanish courses range from beginning to advanced, including courses for bilingual students.
Social Work in a Latin American Context—Spring
This program was created to satisfy the curricular requirements for the Bachelor in Social Work degree program. Its goal
is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a
semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language
study and social work courses. Social work field experience is also available for qualified students. Students live with
Mexican host families for six weeks.
All students are expected to take SWK 294 as a core course. Other course offerings include SWK 295, SWK 316, a field
placement in social work, and the choice of one Spanish course from 16 different options (including SPA/ART 231, which
meet the LAF in Fine Arts). A Lifetime Activity course (Latin Dance) is also available for no credit.
Prerequisites: Approval of the Social Work Department and one college-level Spanish course or the equivalent highly
recommended. Students may choose to study Spanish in Mexico during the month of January prior to the start of the
semester
Augsburg in Southern Africa
Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia and South Africa)—
Fall or Spring
This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the
perspectives of the new democracies in southern Africa. Namibia won its independence in 1990 after decades of
apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations
struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges
posed by today’s world—rapid globalization as well as under- and unequal development. Decolonizing the mind is a
long-term project. The program includes seminars in Johannesburg and Cape Town, South Africa. Available courses
are: HIS 327, POL 353, REL 346, ENV 100 and INS 312/POL 354. Internships are also available in eight different
departments, and a Lifetime Activity course (Yoga) is also available for no credit.
Exchange Programs
The Center for Global Education & Experience partners with universities around the world to provide semester and
academic year exchange opportunities to their students. Currently, Augsburg’s CGGE has active exchanges in China,
Finland, Germany, Greece, Hong Kong, Japan, Lebanon, Norway, and Slovenia. Students can choose from several options
in diverse disciplines. All coursework is in English with opportunity to student the host country language. Travel
scholarships are available for these programs. For further information on these programs and scholarships visit the CGEE
website.
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Faculty-led Short-term Programs
Faculty-led winter break, spring break, and summer programs offer opportunities to intensively study on a course
abroad with an Augsburg professor and other Augsburg students. Program travel length ranges from eight days to five
weeks. Program offerings change annually. Scholarships are available for some programs.
Higher Education Consortium for Urban Affairs (HECUA)
Augsburg, in consortium with other colleges and universities, offers full semester programs in Ecuador, New Zealand,
Northern Ireland, Norway, and the USA (Twin Cities and Jackson, Mississippi). All HECUA programs explore civic
engagement, community, and social change, and emphasize internships and field study.
For more information on international HECUA programs, see the Center for Global Education & Experience Programs
and Urban Studies sections of the departmental pages of this catalog.
Art for Social Change: Intersections of Art, Identity and Advocacy—Spring
Using the vibrant arts scene of Minneapolis and St. Paul, this program immerses students in the study of artists and
communities using art to inspire social change. A wide variety of creative practices are embraced as essential tools for
civic engagement, participatory democracy, and direct action. Through lively dialogues in classroom seminars, field visits
with the Twin Cities' most influential community-based artists, and a professional internship, Art for Social Change
students explore how art and culture impact communities and how creative work (performance, writing, visual art,
music, etc.) has the power to address pressing social issues and make them visible and real. The program uses current
events and recent history to examine subjects like social and cultural identity, war, racial injustice, poverty, and
ecological devastation. As a class, students grapple with questions like: What is the role and responsibility of the artist in
response to these issues? How can art bring people together across difference? Can art save lives? What are the ethics
behind community based-art? How do you use/introduce/infuse art in communities that are not your own? Is art a
necessity or a luxury? Throughout the semester students meet with a wide variety of local artists, educators, and arts
advocates, in addition to attending performances, films and installations that evoke deeper investigations into these
questions
Community Internships in Latin America (Ecuador)—Fall or Spring
The Community Internships in Latin America program, based in Quito, Ecuador, 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 homestay 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 firsthand 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.
Environmental Sustainability: Science, Public Policy, and Community Action—Fall
The most pressing environmental challenges today are global in scale and require scientific, creative, and systems
thinking to understand their root causes and forge more just and equitable solutions. This semester program based in
the Twin Cities gives students the opportunity to learn the science behind key environmental issues such as ecosystem
degradation and rehabilitation, explore the intersections between social and environmental justice, and participate in
public policy and community–based strategies to achieve sustainability. Students explore the histories of land and labor
and the present state of environmental justice with engagement with Native American communities and activists in
Northern MN, and with communities of color working on urban environmental issues in the Twin Cities. Rather than
simply outlining the vast challenges we face, this program gives students meaningful ways to translate what they are
learning into hopeful practice and to find their place in a vibrant mosaic of local actors working to build more resilient
and just communities and systems. Students intern at one of the many vibrant environmental organizations in the Twin
Cities.
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Inequality in America: Policy, Community, and the Politics of Empowerment—Fall or Spring
In this Twin Cities-based semester program students actively delve into major challenges of our time: poverty, inequality
and social change. The program pursues three major framing questions utilizing a number of relevant and contested
theories to frame the discussion throughout the semester. What are some of the root causes of increasing levels of
economic, political, social inequality and insecurity and how does this impact all social classes and groups in the United
States? How are economic, political, and social inequality reproduced? How do we create more opportunity for all
Americans squeezed by economic, political, and social inequality and what are some concrete social change tools for
making these changes? To answer these questions the program looks at the economy, housing systems, education,
welfare, government policies, urban sprawl, regional race and class segregation, and institutional discrimination.
Connecting these issues is at the core of the program. In professional internships, students work hands on to explore
solutions in organizations committed to social transformation. Students have direct conversations and work with
practitioners in government, the private sector, nonprofit social change organizations, academia, labor unions, schools,
and other community institutions that in one way or another claim to be addressing some aspect of economic, political,
and social inequality and poverty.
New Zealand Culture and the Environment: A Shared Future—Fall
Beginning with five weeks of travel across the North Island and ultimately based in Wellington, this program examines
how social and environmental factors shape political and ecological dimensions of identity and culture, and how New
Zealanders from many different backgrounds are envisioning and creating a shared future. During the trip and in
Wellington, students learn about the history of colonization, the treaty and the truth and reconciliation process that
shape contemporary life, Maori protest and social movements, key strategies used to achieve sustainability, new
agricultural practices, and many more economic and environmental topics. Students intern at a NGO in Wellington,
working in wildlife conservation, environmental advocacy, sustainability, transportation, water quality, cultural
pluralism, or human rights.
Northern Ireland: Democracy and Social Change—Fall or 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 based at the International Conflict Research
Institute at Ulster University (Derry/Londonderry), and on facilitated trips, students compare that region of Northern
Ireland to the “borderland” area and to Dublin.
Race in America Then and Now: “Post-Racial” Perspectives on the Civil Rights Movement —Summer
This Civil Rights program explores that era’s struggles as well as current movements for equality, and dares to ask
controversial questions about racial justice in America today. The program is based in Jackson, Mississippi, and is offered
in collaboration with the Fannie Lou Hamer National Institute on Citizenship and Democracy at COFO on the campus of
Jackson State University, one of America's Historically Black Colleges and Universities (HBCUs).
The New Norway: Globalization, National Identity and the Politics of Belonging—Fall
In less than 50 years, Norway has become one of the richest nations in the world and increasingly multicultural. Twentyfive percent of Oslo residents, for example, are not ethnic Norwegian. The program investigates dramatic changes in
Northern Europe by examining the contemporary challenges and opportunities for the Scandinavian welfare states in an
age of globalization and mass migration. Core topics include globalization and multiculturalism, nation-building and
national identity, governance and political party systems, European integration, racial thinking, histories of racialization,
the rise of the populist/far-right, international aid politics, and gender. Questions framing the program include: How
might Norway and the other Scandinavian welfare states adapt to the challenges of multiculturalism, European
integration and globalization? What factors have made possible the rise of populist / far-right parties in Scandinavia and
what has been their impact on politics and society more generally? How have film, literature and social movements
challenged conventional understandings of what it means to be Norwegian/Scandinavian? Students study Norwegian
language or do an independent research project, and also intern with a leading NGO.
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Writing for Social Change: The Personal, the political and the Power of the Written Word—Fall
This semester program located in the Twin Cities is based on the longstanding tradition in Western culture of using
literature as a tool for social critique, as a means of calling for social change and justice, and as a tool for social
transformation. The program combines traditional methods of literary and cultural analysis with creative writing
workshops in fiction, poetry, and creative nonfiction, and makes use of HECUA’s approach to interdisciplinary, reflective
critique. The program explores the ways creative writers and literature impact communities, and examines the role
creative writers and literature play in addressing pressing social issues, focusing on “voice” and the idea of claiming
voice as a means of empowerment. Writing for Social Change combines critical, analytical seminars, creative writing
workshops, field study, and a professional internship into an integrated, experiential learning opportunity. Internships
are with a Twin Cities nonprofit, and may be related to writing and spoken word with young students in educational
settings, journalism and creative storytelling for underrepresented voices, communications or grant-writing at arts
organizations or social justice nonprofits, or opportunities in publishing or journalism.
Augsburg Affiliated Programs
The Center for Global Education & Experience maintains a robust portfolio of affiliated programs to enhance the global
education offerings available to Augsburg students. These affiliated programs allow Augsburg students to study
disciplines and locations that lie beyond CGEE’s signature, exchange and short-term faculty-led programs See website
for listings.
Application Process
In order to study abroad or away in the USA students should follow the P-A-C-K steps:
Profile: Get Started by creating an online profile.
Advising: Attend an advising meeting—check CGEE website for times, location and online modules
Choose: Choose from more than 300 Augsburg and affiliate programs in the USA and in more than 90 other countries.
An advanced online search tool helps students find programs based on location, academic needs, and personal interests.
Applying online is easy—click "Apply Now" and follow the simple steps.
Key Dates: Keep track of application deadlines.
Application Deadlines
September 30 - Spring semester, winter-break and spring-break faculty-led programs
January 31 - Summer Session faculty-led programs
March 1 - Fall semester and other summer programs
Program provider deadlines vary; students need to meet all deadlines and eligibility requirements set by program
providers. Students should start planning in their first year for off campus study to be sure to do appropriate research
and meet all deadlines.
Academic Requirements and Credit
Students automatically fulfill the Augsburg Experience requirement on approved study abroad and study away in the
USA. Courses taken abroad can also fulfill graduation requirements including major, minor, language, Liberal Arts
Foundation, Lifetime Activity, Honors, and internship requirements. This is determined prior to departure when students
fill out the required Course Equivalency Form which is signed by faculty advisor(s), Assistant Registrar, department chairs
and assigned faculty to approve the course equivalencies.
Credits, Grades and Residency
Students must take a full load of credits while abroad on semester programs.
Students must take courses graded A-F while abroad.
Grades received on affiliated and most exchange programs are reported as transfer credit on the transcript, and
thus are not figured into the GPA.
A grade of “C” equivalent or higher must be received for the credit to transfer to Augsburg.
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Courses taken on off-campus programs during the senior year meet the Augsburg residency requirement as students
remain enrolled at Augsburg while abroad.
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 Center for Global Education & Experience (CGEE) Office. Any courses removed by
the student without CGEE permission 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.
Eligibility
Following are Augsburg College’s requirements for Study Abroad and Away in the USA:
Minimum 2.5 GPA at the time of application. Individual programs may require a higher average. Students with lower
averages should consult with CGEE.
Sophomore, junior, or senior standing by the time you off campus. First-year students on a case-by-case basis may
be allowed to study at Augsburg’s Center for Global Education & Experience program-Mexico site during their
second term at Augsburg. Short-term, faculty-led programs will allow participation as a first-year if the student
receives approval from the faculty-leader and if space allows.
Transfer students must complete one semester at Augsburg before they may study off campus.
Students must be in good academic and social standing. Students placed on academic or disciplinary probation after
admittance to the off-campus study program may be withdrawn from the program. The student is responsible for all
non-recoverable program costs incurred.
No outstanding balances on student account
Note: Students applying to faculty-led programs who meet the above criteria are accepted to these programs on a first
applied, first accepted basis. Space is limited, so early application is important.
Costs and Financial Aid
The cost of semester off-campus study is comprised of program fees that generally include tuition, housing,
international health insurance, some meals, excursions, and off campus study fees. Airfare, personal expenses, books,
and other expenses are not included in the price of semester programs. Program costs vary; Augsburg College pays the
program provider on the student’s behalf and then bills the Augsburg student account. This allows students to access
their financial aid for off campus study. Students will always pay a minimum of Augsburg tuition plus living and travel
expenses when studying abroad.
Students who receive financial aid, loans, scholarships, and/or grants to study at Augsburg can use that entire package
to cover their off-campus study program costs. Students receiving Augsburg institutionally-funded aid (e.g., President’s,
Regents’, Legacy, Promise, and other Augsburg gift aid/scholarships, and tuition benefit) may use their scholarships to
study off campus multiple times on Augsburg programs (see below in off-campus study program section). However,
institutionally-funded aid may be used only once toward off-campus costs on an affiliate program. Cost estimates for the
time abroad are drawn up to assist the student in planning and the financial aid office in awarding aid to students
studying abroad. Additional scholarships are available for semester and academic year programs.
The cost of short-term faculty-led programs is typically comprised of tuition (for summer programs), meals, airfare,
ground transportation, and interpretation/translation services. These costs are on top of any semester/year tuition
charges. Some scholarships are available, but are limited for short-term programs. Students often apply loans to fund
the additional cost of education travel.
Students are required to notify CGEE immediately if they choose not to continue with their off-campus study experience.
At the moment of notification, non-recoverable costs and a cancellation fee will be assessed and charged to the student
account. Depending on the time of notification of withdrawal, students may owe nothing; or they may owe the offcampus study fee, the deposit, or some or all of the program fee. Students are also subject to the cancellation and
refund policies of CGEE and their program provider.
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Disabilities
CGEE and the Center for Learning and Accessible Student Services (CLASS) work closely with students with disabilities to
make every effort student needs are met while studying off-campus. Nevertheless, students are responsible for
requesting accommodations within a reasonable time frame prior to departure, ideally as early as program selection.
Students should be prepared for the fact that disability may be culturally defined. Attitudes toward disability and levels
of accessibility can vary greatly from country to country. The Americans with Disabilities Act mandates equal access to
university-sponsored programs and services to students with disabilities. However, providing access by US standards can
present unique challenges in international settings. The expectation on the part of US students and institutions is that
reasonable accommodations will be made. Depending on the country and culture, there may be different ways to define
accessibility and different expectations in terms of accommodations that can or should be made.
Scholarships
The Center for Global Education & Experience offers a range of scholarships and financial aid to students with
demonstrated financial need and whose participation in a semester or summer academic program contributes to a
community of co-learners that values a variety of cultures and backgrounds. In academic year 2014-15, CGEE awarded
nearly $20,000 in discounts and scholarships.
CGEE Global Education Scholarship. Augsburg students automatically receive a $1000 scholarship on our Semester
programs at our sites in Central America, Mexico and Namibia/Southern Africa. This scholarship is also available to
students who participate on our semester exchange programs in designated countries (China, Finland. Germany,
Greece, Hong Kong, Korea, Lebanon, and Norway)
The Diversity Scholarship is for students who have not traditionally been represented in study abroad, specifically
ethnic minority and LGBT students. Awards cover up to $6,000 off the cost of a semester program abroad.
The Need-Based Scholarship is available for students with demonstrated financial need. Awards cover up to $2,000
of the cost of a semester program abroad.
Augsburg students receive an “Auggie Discount” of $1,000 on their first semester program (the Returnee Scholarship
will apply for the second program).
PJSA Member Discount is available for students whose home school is a member of the Peace and Justice Studies
Association. Automatic award of $500 toward a semester study abroad program in any CGE location. This discount
cannot be applied to the Social Work in a Latin American Context program.
Returnee Scholarship: Automatic discount of 10% off a second semester program for students who combine two
semester programs during their college career. There are no forms to submit for this discount.
Summer Discount: Students who participate in a full semester program in Mexico will receive a 10% discount off a
summer session (before or after the semester program).
CGEE Global Affiliate Scholarships are also available. These scholarships generally ranging from $500-$5000 are
provided directly through our affiliate partner 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 noncredit
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, Education, Nursing,
Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations including
Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office
of the College Board. Augsburg College is a Lifelong Learning Partner with the ELCA.
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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 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 attending music, theater, and art performances. Honors courses
bring in professors from several different departments so students can learn from talented professors teaching their
specialties.
For information, contact the Honors Desk at honors@augsburg.edu (612-330-1560) or Phil Adamo, Honors Program
director, at honors@augsburg.edu.
Also see the Honors Program in the departmental pages of this catalog.
Inter-Institutional Programs
Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs.
Cooperating Libraries in Consortium (CLIC)
Through CLIC, the Twin Cities private college’s library consortium, the Augsburg community has direct access to more
than 2.5 million volumes and media resources of the 14 libraries.
Associated Colleges of the Twin Cities (ACTC)
Full-time Day students at Augsburg College, Hamline University, Macalester College, St. Catherine University, and the
University of St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No
additional fee is required for such an exchange, except for private instruction in music or approved independent studies.
Exchange courses are not transfer courses, and thus courses taken through ACTC are considered Augsburg College
courses and do not impact the residency requirement. The permanent record of courses for which an Augsburg student
has cross-registered is kept in the Registrar’s Office at Augsburg College, not at the host ACTC institution. Students may
elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other
schools, or to undertake a specific course or major not offered on the home campus.
AU/WEC/ROCH programs are not part of the ACTC consortium, and students in those programs may not register for
ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements.
Higher Education Consortium for Urban Affairs (HECUA)
Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Ecuador, New
Zealand, Northern Ireland, Norway, and the Twin Cities. (See HECUA programs in the International Programs and Urban
Studies sections of the departmental pages of this catalog.)
McNally Smith College of Music
Augsburg College full-time Day students may elect to take one course each semester at McNally Smith College of Music
(MSCM) providing that they meet all MCSM requirements. This program is open to sophomores, juniors, and seniors.
There is no additional fee for this program. Students should consult with their advisors to confirm if the classes will
count toward graduation requirements. In no instance may a McNally Smith course be used as a substitute for any
Augsburg course specifically listed within a degree program.
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Exchange courses are not transfer courses. Courses taken through the Augsburg-McNally Smith exchange are considered
Augsburg College courses and do not impact the residency requirement. The permanent record of courses which a
student has completed through the exchange is kept in the Registrar’s Office at Augsburg College, not McNally Smith.
Air Force ROTC
Augsburg Day students interested in participating in the Air Force ROTC program must apply for admission to the unit at
the University of St. Thomas. Students are eligible to compete for two- and three-year AFROTC scholarships. ROTC
credits serve as electives at Augsburg. For more information contact the University of St. Thomas at
www.stthomas.edu/afrotc.
Army ROTC
Augsburg Day students may participate in the Army ROTC program at the University of Minnesota under an agreement
between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at Augsburg. For more
information, contact the University of Minnesota: Twin Cities at www.goarmy.com/rotc/schools/university-ofminnesota.
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Academic Policies and Procedures
Registration
A student must be registered for a course in order to earn credit. All registered courses will be reflected on a student’s
AugNet Records and Registration page. Web registration through AugNet is the primary method of registration,
although registration can be processed through the Registrar’s Office with a Registration Form in instances where online
registration is not possible. Students are responsible for verifying the accuracy of their registrations.
Students are required to meet with their faculty advisor prior to registration for the fall, spring, and summer terms. As
some courses are offered only in alternate years, students should also consult with departmental advisors when
planning their academic program.
Specific registration dates and deadlines for each semester are listed in the Academic Calendar at
www.augsburg.edu/registrar.
Students who are missing prerequisites for a course may be eligible for a prerequisite waiver if, after discussion with the
course instructor, the instructor determines that the prerequisite learning objectives have been met. Students who
believe they have already completed the prerequisite in question should contact the Registrar’s Office at 612-330-1036
or registrar@augsburg.edu.
The following registrations cannot be completed online and must be processed with a Registration Form:
THP courses (Theater practicum courses)
100-level MUP courses (Variable-credit music lessons)
Student Teaching (Education Department approval required)
Independent Study and Directed Study (Independent Study form available on the Registrar’s Office webpage)
Internships (Internship Registration form available on the Registrar’s Office webpage)
ACTC courses (Course listings are available online through each ACTC institution and should be checked to verify the
correct meeting times and room assignment.)
Credit Loads
Full-time day students normally register for 16 credits per semester. Students in the AU/WEC/Rochester programs
typically register for 4-8 credits each semester. Students registered for 12 or more credits in a semester are classified as
full-time students. Students registered for at least 6 credits are classified as half-time students.
To register for more than 18 semester credits, students must petition the Student Standing Committee unless the
following apply: Students with a cumulative GPA at Augsburg of 3.00 to 3.49 may take a total of 20 semester credits
without petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 22 semester
credits without petitioning. All overload registrations must be done through a Registration Form. (Note: For students in
the Day program there is an additional tuition charge for course loads over 18 semester credits. This includes combining
the credit load from both the DAY and WEC programs. Auditing classes over the 18 semester credit limit will also incur a
tuition charge.)
Non-Attendance/Non-Participation Policy
Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped
for non-attendance/non-participation after the 10th business day of the term if reported by the instructor. Students are
ultimately responsible for dropping classes if they no longer plan to attend/participate. Students who have been
dropped and wish to re-enroll must submit an Academic Petition.
Internship Registration
Registration of internships for credit consists of the following steps:
You must register the internship for the academic term that coincides with the internship experience.
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Obtain the Internship Registration Form from the Registrar’s Office webpage and complete the steps to obtain the
required signatures.
o Complete Site Supervisor Agreement form and Position Description: Submit the internship site supervisor
information and approved job/internship position description through an online form on the Strommen
Center website.
o Faculty Signature: Requires finding a faculty member willing to supervise and approve the internship based
on major discipline requirements.
o Department Chair Signature: Requires approval that the proposed internship experience meets the major
discipline requirements.
o Internship Coordinator or Director of Career and Internship Services Signature: Requires attendance at an
Internship Orientation session offered by the Strommen Center OR an individual meeting with the Internship
Coordinator or Director in the Strommen Center to review important college-wide internship information
and ensure all required documents have been submitted.
Once the completed internship registration form is submitted to the Enrollment Center, additional requirements for
internships for credit include:
Complete a Learning Agreement Plan (available electronically on the Strommen Center webpage) and receive
approval of the learning goals from the faculty supervisor responsible for grading the experience. The online form is
sent to the Strommen Center and copies are sent to the faculty supervisor and student.
Academic assignments (journals, reflection papers, etc.) as determined by the faculty supervisor and/or department
guidelines.
Complete final evaluations (sent out electronically at the end of the semester). The student and the site supervisor
will each complete an evaluation of the students’ internship experience. Results will be sent to the faculty
supervisor and student.
A complete step-by-step guide on requirements for internships for credit is available on the Strommen Center for
Meaningful Work webpage.
Independent/Directed Study Registration
To register for an Independent/Directed Study, complete and submit the Independent/Directed Study Registration form
with signatures of the faculty member responsible for the grade and the chair of the appropriate department
Dropping or Withdrawing
Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For
drop and withdrawal deadlines see the Academic Calendar at www.augsburg.edu/registrar.
Crossover Registration Policy
(This policy is approved for the 2015-2016 academic year and is subject to review for the 2016-2017 academic year.)
Undergraduate students are enrolled in a home program (DAY, AU, ROCH, WEC) and may register online for fall and
spring semester courses outside of their home program based on course availability and subject to the restrictions listed
below by program. Students have registration priority in their home program. Students are charged the tuition rate of
their home program for crossover courses.
DAY Program Students
- Are permitted to crossover into WEC courses.
- Pay the overload fee for any credits over 18 in their combined DAY/WEC load each semester.
AU Program Students
- Are permitted to crossover into DAY and WEC courses.
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ROCH Program Students
- Are permitted to register for AU and WEC courses as soon as their registration windows open and do not have to wait
until Crossover Registration begins.
WEC Program Students
- Are permitted to register for DAY and AU courses as soon as their registration windows open and do not have to wait
until Crossover Registration begins.
Registration in Graduate Courses
Students must have completed an 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 BA 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/AU/ROCH/WEC).
Evaluation and Grading
Explanation of Grades
The official delivery of end-of-term grades to students is online via AugNet Records and Registration.
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 grading
system.
The following is an explanation of undergraduate grades:
Grade
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
FN
P
N
V
W
I
X
Explanation
Achieves highest standards of excellence
Achieves above basic course standards
Meets basic standards for the course
Performance below basic course standards
Unacceptable performance (no credit for the course)
Unacceptable performance (no credit for the course), student stopped attending
Represents work at 2.0 or higher (not counted in grade point average)
No credit (not counted in grade point average)
Audit
Withdrawn
Incomplete
In progress, extended beyond term of registration
Pass/No Credit Grades
Students who choose the P/N option are cautioned:
In order to receive a grade of P, a student must meet the basic standards of the course and/or achieve at least a
grade of 2.0.
Some graduate and professional schools do not look favorably on a large number of
P-graded courses, or rank each as a C.
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Maximum number of semester credits taken P/N that may be applied to graduation is 24 semester credits with a
grade of Pass (P).
P-graded courses do not count toward the requirement that 56 traditionally-graded semester 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 P/N grading for no more than eight semester
credits.
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 they wish
to use the P/N grading option. Any changes in choice of grading option must be made according to deadlines published
in the Academic Calendar each semester.
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 submit a completed Application for Incomplete Grade form by the end of the semester with the Registrar’s
Office. This form 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 filing of a grade before the final day of the following academic semester. If the work is not completed
by the specified date of the following academic semester, the grade for the course becomes 0.0.
Extension (X) Grades
Internships, independent studies, and directed studies may sometimes last longer than one semester. When this is the
case, they must be completed by the grading deadlines within one year from the beginning of the first semester of
registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that
students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory
progress is being maintained. A final grade will be issued at the end of the semester in which the work is completed and
evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory
progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned.
Withdrawal (W) Grade
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade
and before the last day to withdraw.
Repeated Courses
A course in which a grade of FN, 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 for the most recent attempt, 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.
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 18 credits. The charge to audit a course is $1,000 for parttime DAY/AU/ROCH/WEC students. The signature of the instructor is required to register an audit. Students who audit a
course should confer with the instructor within two weeks of the beginning of the term to determine expectations,
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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
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 not computed in the GPA.
The formula for computing the GPA is:
GPA = Total grade points divided by number of credits attempted with 0.0 to 4.0 grades assigned.
Assessment of Student Learning
The faculty at Augsburg College are actively engaged in research about student learning and the efficacy of the
curriculum. To support such assessment of student learning activities, faculty may collect student work for evaluation
beyond grading. Any information or student work collected will be treated confidentially; the student's identity will not
be public information. Students who do not want their work collected for assessment purposes can opt out by
contacting Dr. Amy Gort, Dean of Arts and Sciences.
Classification
Students are classified when grades are posted at the end of each term. Classification is based on the number of
semester credits completed.
Classification
Freshmen
Sophomores
Juniors
Seniors
Completed Semester Credits
0 – 27.99
28 – 59.99
60 – 91.99
92 or more
Academic Status Changes
Change of Program
Students may apply to change their “home program” by completing a Change of Program form. Applications are
reviewed by a committee. If approved, the change will take effect the following term. Changes are limited to once each
academic year. A Change of Program form must be submitted before the term begins.
Withdrawal from College
Students are urged not to abandon courses for which they are registered because this will result in failing grades on
their official academic record. If necessary, students should instead submit a Withdrawal from College form. A
Withdrawal from College form may be obtained on the Registrar’s Office webpage. The deadline to file a Withdrawal
from College is the last Friday 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 submitted to the Registrar’s Office. Students
must be re-admitted to the College when they are ready to resume their studies. The Application for Readmission form
is also available on the Registrar’s Office webpage.
Students are responsible for keeping the Registrar’s Office informed of their current mailing address while away.
Leave of Absence (DAY Program Students)
Students in the Day Program may apply to for a Leave of Absence for one semester. The Leave of Absence allows
continued access to Augsburg e-mail and AugNet Records and Registration. If a student on a Leave of Absence does not
register for the subsequent semester, the student’s file will be deactivated and the student will need to submit an
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Application for Readmission form in order to re-enroll. The Leave of Absence program is not available to Day students
who withdraw from all courses while their courses are in progress.
Term Off (AU/WEC/ROCH Program Students)
Students in the AU/WEC/ ROCH Programs may take a term off for up to two semesters and have continued access to
Augsburg e-mail and AugNet Services. If a student is not registered after 10th day of the third semester, the student’s file
will be deactivated and the student will need to submit an Application for Readmission to re-enroll.
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 percent refund of tuition and
fees upon verification of call to active duty. Students must submit an Academic/Financial Petition and provide a copy of
their orders to the Registrar’s Office.
If the student is called to duty after the deadline to drop a course, the Registrar’s Office will place a W for the course(s)
along with a notation on the transcript that the student was called to active duty. This is to assist the student with any
financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s control.
Alternatively, the 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 to work out an incomplete agreement.
Students who are able to complete some of their courses would have their refunds adjusted to reflect this.
Students who are being placed on active duty should contact the Registrar’s and/or the Office of Academic Affairs as
soon as possible so the College can notify all parties and aid in this process.
Academic / Financial Petitions
The Student Standing Committee is a standing committee of the College that reviews requests to waive fees, reduce
tuition costs, or other alterations in contractual agreements. Representatives from Financial Aid, Residence Life, the
Registrar’s Office and Student Affairs serve on the committee. Petitions for tuition refunds must be submitted within 6
months of the student dropping the course or withdrawing from the class.
Petition Process
Step 1: Forms may be found on the Registrar’s Office webpage.
Step 2: Fill out the Academic/Financial Petition completely. Requests will not be reviewed unless all documentation is
submitted with the petition.
Step 3: Return the completed petition as directed.
Catalog Applicability
Students must fulfill the general education requirements that were 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 with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an
additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original
degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn
multiple degrees from the same academic department if the majors are distinct. For example, a student cannot earn
both a BA in Computer Science and a BS in Computer Science, but may earn a BS in Computer Science and a BA in
Computational Philosophy.
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Evaluation of Transfer Credit
The evaluation of transfer credits is completed by the Registrar’s Office and is based on a student’s official transcript(s).
College credit is granted for liberal arts courses completed at regionally accredited institutions with a grade of 2.0/C or
better. Liberal arts courses are defined as courses similar in nature, content, and level to those offered at Augsburg.
Augsburg does not grant transfer credit for developmental-remedial courses, vocational-technical courses, or continuing
education units (CEUs). Courses with grades of C-, CD, or below do not transfer to Augsburg College. Competency credits
and exam credits issued by another institution may and will be evaluated on an individual basis. 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 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 two-year institutions toward the minimum number of semester credits required for a bachelor’s 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 academic and faculty advisors and the Registrar’s Office before taking courses at
other institutions to ensure compliance with transfer credit policy and residency requirements. Additional resources
about transferring credit are available on the Registrar’s Office website.
MnSCU Transfer Students
Completion of the Minnesota Transfer Curriculum (MnTC) will satisfy Augsburg’s Liberal Arts Foundation requirements
and will reduce the Search for Meaning requirement to one course (REL 100). Students will be granted credit for
transferable courses graded C or better. To qualify for this transfer program, the MnTC must be completed prior to
enrollment at Augsburg.
Completion of the Associate of Arts degree with the MnTC will satisfy Augsburg’s Liberal Arts Foundation requirements,
will reduce the Search for Meaning requirement to one course (REL 100), and will waive one of two Health and Wellness
requirements. Students will be granted credit for transferable courses graded C– or better. Transfer courses that equate
to Augsburg’s requirements of Effective Writing, entry level math, and modern language must have a grade of C or
better in order for credit to be granted. To qualify for this transfer program, the AA degree and MnTC must be
completed prior to enrollment at Augsburg.
Note: Additional prerequisite coursework beyond the AA degree may be required in some Augsburg majors. Students
are advised to consult an academic advisor 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.
Advanced Transfer Students
Students who enter Augsburg with 52 or more semester credits accepted in transfer are considered Advanced Transfer
Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below:
Waiver of Search for Meaning II
Waiver of Augsburg Seminar
Waiver of Engaging Minneapolis
Waiver of one Health and Wellness requirement (depending on transfer evaluation)
All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students.
Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for
courses completed after initial enrollment.
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Transfer Credit for Military Experience
Students are welcome to submit their military transcripts to the Registrar’s Office for transfer credit evaluation. A
military transcript will contain credit recommendations from the American Council on Education (ACE) for training and
courses completed in the US Armed Services. Augsburg will review a military transcript to determine if any of the credit
recommendations contained within it meet transfer credit guidelines.
Army, Coast Guard, Marine Corps, and Navy records maintained by JST: jst.doded.mil
Air Force records: Air University and Community College of the Air Force are regionally accredited institutions. Students
should submit official transcripts from these schools during the admission process.
Graduation Requirements
The responsibility for ensuring that all degree requirements are satisfied rests with the student. Each student is required
to file an Intent to Graduate at the end of his or her junior year to confirm remaining graduation requirements.
Application forms are available on the Registrar’s Office webpage. Faculty advisors, the Academic Advising staff,
department chairs, and the Registrar’s Office staff are available for counsel and assistance in program planning.
Students who enter an academic program with a bachelor’s or higher degree should contact the Registrar’s Office about
specific requirements for a second bachelor’s degree or for the equivalent of a major.
All degree and course requirements must be completed and verified in the Registrar’s Office in order for the degree to
be conferred. There may be no incompletes or open courses on the academic record.
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 bachelor’s degree.
Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts
curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation.
The APL program at Augsburg provides several means by which students may have previous learning assessed for credit
recognition. The following is a brief description of each of these means of assessment:
International Baccalaureate Program (IB)
Courses earned from the International Baccalaureate program will be considered by the College for appropriate credit.
IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the
Registrar’s Office webpage.
Advanced Placement Program (AP)
Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a
minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Credit granting
guidelines are available on the Registrar’s Office webpage.
The College Level Examination Program (CLEP)
This is a series of standardized tests developed by the College Board that are offered to students for a small fee at
regional testing centers. Students who score at or above the American Council on Education’s recommended score on
an approved examination may receive academic credit for that subject at Augsburg College. CLEP exams may fulfill
general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office
webpage.
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DSST Exams
DSST Exams are a series of standardized tests in college subjects that are comparable to the final examinations in
undergraduate courses. Exams are offered at testing centers worldwide for a small fee. Students who score at or above
the American Council on Education’s recommended score on an approved examination may receive academic credit for
that subject at Augsburg College. Credit granting guidelines are available on the Registrar’s Office webpage.
The American Council on the Teaching of Foreign Languages
These tests assess written and/or spoken proficiency in world languages. For a small fee, students can assess their level
of knowledge in world languages to earn college credit and/or waive the modern language requirement. More
information about eligibility and qualifying languages is available from Academic Advising.
Departmental Comprehensive Exams
These are available for students to use in obtaining credit for previous learning if the following conditions are met:
There is a departmental exam available for the subject area in question.
There is a faculty member designated by the department to administer the exam.
The Registrar approves the student’s request to take the exam.
Credit for departmental exams is not computed in the GPA, and there is a charge per exam of $100 per semester
credit.
Portfolio Assessment Program
This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio
submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to
the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment
should consult the Registrar’s Office. In completing the evaluation of a student’s previous learning, the faculty team
applies the following criteria:
There is documentable evidence of a cognitive component in the previous learning experience that involved
prescribed or systematic study of content material found within liberal arts coursework.
The learning has been objectively verified by individuals in addition to the presenting student.
The learning lends itself to both qualitative and quantitative measurement.
The learning relates well to the student’s educational goals.
The learning and skills involved are current and could be used at the present time.
Students may apply for the credit assessment process after completing at least one term of academic work at Augsburg
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 nonrefundable application deposit of $200 to initiate the credit
assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each
course. Credit granted by portfolio review is not computed in the GPA.
Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers.
Maximum Credit Accepted for Previous Learning
While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this
learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg allows
a maximum of 32 credits (one-fourth of a bachelor’s degree) to be obtained through previous experiential learning. In
compiling the 32 credits for previous experiential learning, the student may use any combination of the assessment
processes available in the APL Program: AP, CLEP, IB, DSST, ACTFL, departmental comprehensive exams, and credit
granted through portfolio assessment.
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Graduation Information
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 coursework, and residence.
1. Completion of 128 semester credits—No more than these maximums may be applied toward the 128 total semester
credits required:
o Eight semester credits by independent/directed study
o 16 semester credits of internship
o 24 semester credits with a grade of Pass (P)
o To graduate with Latin honors, students may take no more than eight elective P/N graded semester credits.
o 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 eight semester credits with P grades
toward a major and no more than four semester credits with a P grade toward a minor.
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 under the
Augsburg Curriculum 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 coursework for the major or minor. Some majors,
licensure, and certificate 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 —A minimum of 32 semester credits must be completed through Augsburg College. Additionally, no
fewer than 24 of the last 32 semester credits must be completed at Augsburg or within an approved exchange
program (ACTC, McNally Smith, or Augsburg Abroad). Transfer courses and Assessment of Previous Learning (APL)
credits are counted against the residency requirement. Therefore, students are encouraged to complete transfer
work and APL credits prior to reaching senior standing. Some departments have a minimum number of credits that
are required in residence within the major or minor. Consult the departmental pages of this catalog for further
information.
Latin Honors
Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin
honors upon completion of a bachelor’s degree.
Students may also receive honors recognition for departmental honors 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
Magna Cum Laude
Cum Laude
3.90-4.00 GPA (plus successful completion of the Summa Oral Examination)
3.80-3.89 GPA
3.60-3.79 GPA
To be eligible, a student must complete a minimum of 56 traditionally-graded credits at Augsburg and have no more
than eight elective pass/no credit graded credits at Augsburg (classes offered only with P/N grading will not be counted).
For additional information, including the guidelines for the summa cum laude oral examination visit the Registrar’s
Office webpage.
Commencement
Though the terms are often confused, the words “graduation” and “commencement” carry different meanings.
Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the
degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all
requirements are complete.
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Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg College community to
celebrate academic achievement. Participation in commencement, however, does not mean that a student has
graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of
participation in commencement.
Augsburg College holds two commencement ceremonies in the spring to accommodate the College’s different student
populations. One commencement ceremony is for students in the Day undergraduate program. The second ceremony is for
graduate program students and undergraduate students in the Adult Undergraduate and Rochester programs.
Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no
more than three requirements will remain in their program at the conclusion of spring semester; and (2) the remaining
requirements will be completed in the summer or fall semesters immediately following commencement.
Academic Progress, Probation, and Dismissal
The College requires that all students maintain a 2.00 cumulative grade point average (GPA). A minimum GPA of 2.00 is
required for graduation; however, certain majors require a higher minimum GPA.
Students will be placed on probation and considered for continuation or dismissal if:
Cumulative GPA below 2.00
First-year student who receives two 0.0 or No Pass grades
Sophomore, junior, or senior who receives three 0.0 or No Pass grades
At the end of the first term, one has not fulfilled the requirements established through the Conditional Admit
Program (see the Academic Skills Office Conditional Admit Program CAP section).
For more information on probation requirements, go to the Academic Skills Office website.
Dismissal from the College is not automatic. Each case is reviewed by the Student Standing Committee. Evidence of a
student’s commitment to academic progress is the primary consideration used when deciding whether to dismiss.
Students on probation who voluntarily Withdraw from College must receive permission from the Student Standing
Committee to re-enroll.
Students who have been dismissed may apply for readmission after one year. At that time, the Student Standing
Committee will review the application for readmission accompanied by any statements and evidence attesting to the
student’s commitment to academic success.
A student will be removed from probation if:
The cumulative GPA reaches 2.00; or
One was placed on probation because of unfulfilled Conditional Admit Requirements and one subsequently satisfies
those requirements.
The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is
dismissed, he/she may appeal the decision to the Student Standing Committee within 10 calendar days of notification.
Specific appeal instructions are included in the letter of dismissal.
Students may also be dismissed from professional programs, such as social work, education, and nursing. A student
dismissed from a program may appeal the decision through the Program Dismissal Appeal Process. The process is
available at inside.augsburg.edu/studentaffairs/studentguide.
Dean’s List
The Dean’s List, compiled after each semester, recognizes undergraduate students for outstanding achievement during
the term. Students can qualify for the Dean’s List in two ways:
Earning a semester GPA of 3.50 or higher based on 12 or more traditionally-graded credits
Earning a semester GPA of 3.75 or higher based on 6-11 traditionally-graded credits
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Incomplete courses and other classes without final grades at the time the Dean’s List is compiled will not be considered.
The Dean’s List is published on Inside Augsburg and students can choose to submit announcements to their hometown
newspapers.
Enrollment/Degree Verification
Augsburg 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
2300 Dulles Station Blvd, Suite 300
Herndon, VA 20171
Web: www.studentclearinghouse.org
Phone: 703-742-4200
Veterans of Military Service
Augsburg is approved by the state approving agency for VA education benefits. Veterans and eligible spouse and
dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services
about completion of enrollment verification and the forwarding of other information to the Department of Veterans
Affairs. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of
educational assistance funds received. Additional information about veterans’ education benefits can be found at
www.benefits.va.gov/gibill.
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The Augsburg Curriculum
Augsburg College is dedicated to educating students intellectually, physically, and spiritually. To act effectively, humans
must have a broad grasp of the world from which they have come, as well as the world in which they live. 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 human knowledge and our world.
“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. Fitness
courses offer students opportunities to develop skills and habits of healthful living.
Students choose from more than 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for
a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and
religious life, an Augsburg College education strives to educate its students in a real world for the real world.
Undergraduate Student Learning Outcomes
The College’s mission statement offers a series of educational values:
Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its
life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the
faith and values of the Lutheran Church, and shaped by its urban and global settings.
As part of this mission, Augsburg’s faculty have identified a set of outcomes for student learning:
These areas reflect our shared commitment to offering a vibrant liberal arts education in tandem with career
preparation and vocational discovery. We expect students to achieve these outcomes cumulatively, through the
completion of the core curriculum, majors / minors, electives and co-curricular experiences.
As Informed Citizens, students are learning to …
engage their communities and demonstrate a sense of agency to create change in ethical and informed ways (Civic
Engagement / Ethical Reasoning)
explain diverse positions and collaborate effectively across social, cultural and geographic differences in local and
global contexts (Global Awareness / Intercultural Competence)
As Thoughtful Stewards, students are learning to …
critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic
context (Vocation / Religious Literacy)
identify the broad foundations for sustainable living and apply them in demonstrable ways (Health and Wellness /
Sustainability)
As Critical Thinkers, students are learning to …
use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate competing
claims (Critical Thinking / Information Literacy)
construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other
formats (Writing / Oral Communication)
As Responsible Leaders, students are learning to …
employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments (Quantitative Literacy)
articulate and solve problems in creative, analytical, and integrative ways (Problem Solving / Integrative Learning)
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Overview of the Curriculum
The Augsburg Curriculum is comprised of three main components: core curriculum (or general education requirements),
major requirements, and electives. Some students may need to complete entry-level skill courses before enrolling in
college-level classes. The general education requirements include a liberal arts foundation, signature courses and
experiences, skills development, and a keystone.
Entry Level Placement Tests
Math, Writing, English (if applicable), and language placement for Modern Language courses.
The Augsburg Core Curriculum
The Augsburg First Year
Augsburg Seminar
Engaging Minneapolis
Many Voices Project
The Augsburg Signature Curriculum
Religion, Vocation, and the Search for Meaning I and II
Augsburg Experience
Senior Keystone
The Liberal Arts Foundation
Natural Sciences and Math
Social and Behavioral Sciences
Humanities
Fine Arts
Electives
Majors
Skills
The Augsburg Curriculum is designed to help students develop the skills necessary for successful careers and fulfilling
lives, including:
Writing
Critical Thinking
Oral Communication
Information Literacy
Quantitative Literacy
Religious Literacy
Ethical Reasoning
Problem Solving
Intercultural Competence
Civic Agency and Engagement
Health and Wellness
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Entry Level Placement Tests
Prior to first-year registration, students will complete entry level skills assessments in:
Mathematics
Writing
Foreign Language Placement (French, German, or Spanish)
and, if applicable, English Language Learning
First-year students who began at Augsburg in the fall of 2013 or later, who require developmental/entry-level courses,
must complete these courses by the end of their fourth term. Transfer students who began at Augsburg in the fall of
2013 or later must complete all required developmental/entry-level courses by the end of their third term. The
developmental courses subject to this policy are:
ENL 101
ENL 111 / HON 111 / ENL 112
ENL 217 / 218
MAT 103 / 105
Entry-Level Mathematics
For a strong start at Augsburg, students will take entry-level exams to determine their math placement group (MPG.) In
some cases, students who have transferred a mathematics course taken at another college may have their MPG
determined by the Registrar’s Office. All other students must take the Augsburg Math Placement Exam, which is
administered by Academic Advising. Students are required to take the Math Placement Exam before registering for the
first term. Practice questions and other information are available from Academic Advising -- students are encourage to
study for the exam. Students may retake the Math Placement Exam once during their first term of enrollment.
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 in Math Placement Group (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.
Entry-Level Writing
A writing sample is required of students to determine placement in an appropriate writing class. In some cases, students
who have transferred an equivalent English composition course from another college or Advanced Placement English
Language and Composition with a score of 4 or 5 may have placement determined by the Registrar’s Office. All other
students must take the Writing Placement Test, which is administered by Academic Advising.
Based on the writing sample, students are placed into the appropriate writing course. Students are required to complete
Effective Writing (or Advanced Effective Writing or Honors Effective Writing). Students who need to develop
competence in composition skills are required to enroll in Developmental Writing (ENL 101) before taking Effective
Writing. These students must pass Developmental Writing (ENL 101) with a grade of P, 2.0, or higher before enrolling in
Effective Writing (ENL 111/112/HON 111).
Modern Language Assessment
Students with proficiency or experience in French, German, or Spanish complete an assessment to determine placement
in Augsburg's modern language courses. Students begin their exploration of modern language at the level identified by
the placement test. This online assessment is administered by Academic Advising. Placement assessment for American
Sign Language and Ojibwe is administered by faculty representing those specific languages.
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English Language Learners Assessment
Students whose primary language is other than English will complete an assessment to determine preparedness for
classes taught in English. Results of this assessment determine placement in English Language Learner course(s). This
assessment is administered by Academic Advising.
Core Skills Requirements
Effective Writing
Students must pass ENL 111 - Effective Writing, ENL 112 - Advanced Effective Writing, or HON 111 - Honors Effective
Writing with a grade of 2.0, P, or higher, or transfer in an equivalent course. Attendance at the first day of class is
required.
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. For a language previously studied, placement
into the 211 level or successful completion (minimum grade of 2.0 or P) of 112 satisfies the graduation requirement.
Placement into French, German, and Spanish courses is based on assessment results from an online Brigham Young
University evaluation tool. Students proficient in other modern languages may seek a placement evaluation through
faculty fluent in the specified language at Augsburg or other ACTC schools. Availability of assessment in all languages is
not guaranteed.
Assessment is used for placement only and does not result in credit. Students may audit, but will not receive credit for
any course taken below their placement level. The Department of Languages and Cross-Cultural Studies may override
assessment results as deemed appropriate.
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 will receive credit for the Modern Language Core Skill requirement. Contact Academic Advising or the
English Department for additional information.
Health and Wellness
Two health and wellness courses are required. WEL100 - Foundations of Wellness (formerly HPE001) is required of all
students. The second course may be chosen from a variety of different WEL102 – Recreational Wellness (formerly
HPE002) courses. Students may test out of the WEL102 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 Wellness and Recreational Wellness are noncredit courses and are not included in the 128 credit
graduation requirement.
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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 faith and the search for meaning
Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a
diverse world
The curriculum has three major components:
Liberal Arts Foundation
Signature Curriculum
Skills Development
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 (AugSem), a first-year learning community in their major or related area of
academic interest. AugSem’s purpose is to help first-year students embrace the expectations and benefits of being a
member of a learning community at Augsburg College by:
Encountering the community
Engaging the learning process
Exploring the self as scholar
AugSem equips students to become intentional learners, connects them to the larger Augsburg community, and helps
them succeed in 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. Embedded in the AugSem experience, Engaging Minneapolis introduces students to
the city as a resource for intentional learning, typically through civic engagement, cultural engagement, and/or servicelearning.
Many Voices Project
Embedded in ENL 111, 112, and HON 111 (see Core Skills requirements), the Many Voices Project engages first-year
students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways
in which written communication can promote understanding and productive engagement among different cultures and
points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication
among diverse writers and readers.
The Augsburg Signature Curriculum
Religion, Vocation, and the Search for Meaning
Augsburg’s Signature Curriculum takes seriously the College’s identity as a college of the Evangelical Lutheran Church in
America. Two required courses (REL 100 plus a Search for Meaning II course) highlight Augsburg’s commitment to this
identity and the College’s commitment to developing religious literacy and nurturing students to think critically about
the concept of vocation.
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Students from all faith traditions will find a generous spirit of hospitality in these courses. Whether you are Jewish or
atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual
but not religious,” these courses promote respect and understanding across faith traditions. All religion courses engage
with the concept of vocation and an understanding that we are called to live and serve as neighbors. REL 100 explores
the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments
and actions we make in life.
The Liberal Arts Foundation
The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of
disciplines and subjects. The course offerings in the liberal arts provide the opportunity for students to acquire a broad
and solid foundation for their specialized study and professional preparation.
Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and
Mathematics, Social and Behavioral Sciences, Humanities, and Fine Arts.
The official list of approved LAF courses is found on the Registrar’s Office webpage.
Natural Sciences and Mathematics
Two approved courses from two different departments: Biology, Chemistry, Environmental Science, Mathematics,
Physics. One must be a lab science course.
Social and Behavioral Sciences
Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political
Science, Psychology, Sociology.
Humanities
Two approved courses from two different departments/programs: American Indian Studies, Communication Studies,
English, History, Philosophy, Religion, Languages and Cross-Cultural Studies (literature and culture courses), and Gender,
Sexuality, and Women’s Studies.
Note: The signature Search for Meaning (REL 100 and 200) courses do not count as humanities Liberal Arts Foundation
requirements. If a student opts to take another upper-division REL course to fulfill the Search for Meaning II
requirement, it may not count toward a Humanities LAF.
Fine Arts
Two approved courses or approved activities from two different departments: Art, Film, Music, Theater Arts.
One fine arts LAF requirement can be met by participating in one of the following:
Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115)
Four semesters of orchestra (MUE 121)
Four semesters of concert band (MUE 141)
Senior Keystone
The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education—
vocation and the search for meaning in a diverse and challenging world. In this course, students reflect on the meaning
of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Many
Keystone courses also meet major requirements.
The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills
and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place
in the world as leaders and servants.
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Electives
A student must complete a minimum of 128 semester credits in order to graduate. If the Core Curriculum and Major
requirements do not reach 128 semester credits, the student may take electives for credit in any subject area to reach
the minimum credit requirement.
Majors
For major requirements, see the appropriate departmental page(s) of this catalog or consult the department chair.
Graduation Skills
An Augsburg education aims to develop certain key skills during the years in college. Critical thinking, quantitative
reasoning, speaking, writing and information literacy are deliberate components of certain courses. Graduation skill
requirements typically are embedded in required courses in the major. Some departments, however, designate courses
outside the major or elective courses in the major that fulfill these requirements.
The Quantitative Reasoning (QR) skill incorporates both foundational mathematical skills and the application of those
skills. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning courses. See the appropriate
departmental page(s) in this catalog or consult the department chair for more information.
Core Curriculum Modifications
Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum
requirements in one of the following ways.
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:
Actuarial Science (St. Thomas)
Biology
Biopsychology
Chemistry
Elementary Education
Exercise Science
Health Education (teaching licensure only)
Mathematical Economics
Mathematics
Music Therapy
Nursing
Physical Education (teaching licensure only)
Physics
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:
Actuarial Science (St. Thomas)
Biology
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Biopsychology
Chemistry
Mathematical Economics
Mathematics
Music Therapy
Nursing
Physics
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Majors and Minors
Majors, or concentrations of study, may be within one department, within one division, or may cross academic
disciplines.
Students are required to declare a major upon completion of 48 semester credits, and earlier in some disciplines. Details
of majors and minors are in the departmental pages of this catalog. Unless otherwise indicated, majors are part of the
Bachelor of Arts degree. Students are not required to complete a minor for graduation. Minors completed after a
bachelor’s degree is awarded are noted on the transcript.
Below is a complete list of majors, minors, and emphases. Listings that are in bold type are offered through both the Day
Program and the Adult Undergraduate (AU) program. Students are encouraged to discuss scheduling rotation of major
courses with their faculty advisors.
Majors and Areas of Emphasis
Accounting
American Indian Studies
Art
Art History
Studio Art
Studio Art (Graphic Design)
Biology (BA or BS)
Life Sciences (BA)
Biopsychology (BS)
Business Administration
Economics/Business Administration
Music Business
Chemistry (BA or BS)
Communication Studies
Computer Science (BA or BS)
Computational Economics (BA)
Computational Philosophy (BA)
Economics
Applied Economics
Computational Economics
Economics
Economics/Business Administration
Economics/Political Science (teacher licensure
major)
Mathematical Economics (BS)
Education
Education Studies (non-licensure)
Elementary Education Studies (non-licensure)
Kindergarten-Elementary (BA or BS- licensure)
K-12 English as a Second Language
Special Education: Academic Behavioral
Strategist
Secondary (non-major, licensure only)
Engineering 2
English
Communication Arts/Literature (teacher
licensure major)
Creative Writing
Literature, Language, and Theory
Environmental Studies
Exercise Science (BA or BS)
Film
Finance
Gender, Sexuality, and Women’s Studies
Global Women’s and Gender Studies
Sexuality Studies
Health Education (BA or BS)
History
International Business
International Relations
International Business Concentration
Languages and Cross-Cultural Studies 1
Cross-Cultural Studies
French
German
Spanish
Management
Management Information Systems
Marketing
Mathematics (BA or BS)
Medieval Studies
Music
Music (BA)
Music Business (BA)
Music Education (BM)
Music Performance (BM)
Music Therapy (BS)
Nursing (BS-Evening program offered through AU only)
Philosophy
Computational Philosophy
Physical Education (BA or BS)
Physics (BA or BS)
Biophysics (BS)
Space Physics (BS)
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Political Science
Political Science/Economics (teacher licensure
major)
Pre-Law
Public Policy and Political Change
Psychology
Psychology and Law
Clinical Psychology
Social Psychology
Religion
Youth and Family Ministry
Social Work (BS)
Sociology
Student-Designed Major
Theater Arts
Design/Technical
Directing/Dramaturgy/Playwriting
Performance
Urban Studies
Minors
Accounting
American Indian Studies
Art
Architecture
Art History
Studio Art
Biology
Business Administration
Business Minor for Science Majors
Chemistry
Communication Studies
Computer Science
Economics
English
Literature, Language, and Theory
Writing
Creative Writing
Media Writing
Environmental Studies
Film
Gender, Sexuality, and Women’s Studies
Global Women’s and Gender Studies
Sexuality Studies
Health Education
History
International Business
International Relations
Languages and Cross-Cultural Studies
French
German
Spanish
Leadership Studies
Management Information Systems
Marketing
Mathematics
Medieval Studies
Music
Music Business
Peace and Global Studies
Philosophy
Physical Education
Physics
Political Science
Pre-Law
Public Policy and Political Change
Psychology
Religion
Youth and Family Ministry
Sociology
Social Welfare
Special Education
Theater Arts
Design/Technical
Film/Performance
Musical Theater
Performance
Theater History and Criticism Dramaturgy
Urban Studies
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Cooperative program of the Associated Colleges of the Twin Cities (ACTC) and agreements with the University of
Minnesota. It is possible for students to take beginning/intermediate/advanced language courses not available at
consortium colleges. Consult with the ACTC office for specific program options. Students register directly with the ACTC
office.
2
Dual-degree programs with the University of Minnesota Institute of Technology and Michigan Technological University.
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Student-Designed Major
Students may design their own major with the assistance and approval of three advisors from relevant fields and
subsequent final approval by the Augsburg 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 advisors, and obtain AAC approval of the program. Students should
seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design
without affecting the student’s proposed completion date. The deadline for initial submission of the program design to
AAC is the first term in which the student has achieved junior status; the final version must be approved the term before
the student achieves senior status.
Students wishing to design majors must:
1. Develop the student-designed major in concert with three faculty advisors from relevant fields, who together
constitute the Review Team. All advisors must sign the proposal cover sheet and submit supporting letters of
approval to AAC. Supporting letters should assess both the student’s ability to complete the proposed major and the
validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The
advisors’ signatures and supporting letters represent their approval of the program, including the capstone course,
and their commitment to oversee the student’s progress.
2. Develop a student-designed major program proposal that includes:
A statement of learning goals and objectives
A list of proposed courses (minimum of 36 semester credits, no more than one of which is a lower-level
language course, and at least five of which are upper division) and a discussion of how the courses are related to
the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan
usually associated with 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 Clair &
Gladys Strommen Center for Meaningful Work for additional information regarding career objectives. The
proposal should provide information showing how the Augsburg Core Curriculum requirements (including
graduation skills) are to be fulfilled.
A description of the student-designed major capstone to be taken some time during the senior year. The student
should devise the capstone in consultation with advisors. It should require an integrative project/paper that
draws together the coursework up to that point and/or prepares one for further study. In addition, at least one
of the advisors must specifically address the rationale for the proposed capstone in his or her supporting letter,
though approval of the student-designed major program by all advisors presumes their approval of the capstone
course.
Submit the completed proposal and supporting documentation to the Office of Academic Affairs.
If AAC approves the proposed major program, the student will be expected to complete the program designed and still
meet all of the other Augsburg degree requirements as stated in the college catalog.
Students who design their own majors will meet with their advisors regularly throughout the design and subsequent
evaluation of their program. Changes in the approved student-designed major may be made through the normal
petition process to the Student Standing Committee with advisor approval.
ACTC Majors
Full-time Day students may complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students
who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major
or Minor Declaration Form to the Registrar’s Office. This form must list all ACTC courses required and be signed by the
ACTC school advisor. Some majors may not be available or may have a competitive application process with acceptance
determined by the major department.
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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 advisor is available in each field to assist students in their planning.
Students who want to plan a pre-professional program should contact Academic Advising prior to or early in their first
year to arrange for faculty advising.
List of Pre-Professional Programs:
Pre-Engineering
o See Engineering Departmental page.
Pre-Health Science
o See Biology Departmental page
Pre-Law
o Students considering a career in law should examine the handbook published by the Association of
American Law Schools. Pre-law students major in disciplines of their own choosing; most law school
entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable Law
School Admission Test (LSAT) score.
Pre-Pharmacy
o Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the
University of Minnesota: BIO 151, 353, 476; CHM 115, 116, 351, 352; COM 111 or 115; ECO 112 or 113; ENL
111, 220; MAT 145; PHY 121, 122; and two courses in behavioral sciences such as PSY 105 and SOC 121.
Requirements at other universities may vary.
Pre-Seminary
o A student may enter a theological seminary with any of several different majors, such as history, philosophy,
English, psychology, sociology, or religion. Recommended preparation includes 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 Bernhard Christensen Center for Vocation provides resources and
support, including scholarship opportunities, for students considering seminary.
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Academic Organization and Departments
As a liberal arts institution, Augsburg 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.
Degrees Offered
Augsburg offers the following undergraduate degrees:
Bachelor of Arts
Bachelor of Music
Bachelor of Science
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 advisors and participate regularly in campus activities. Every incoming student receives an advisor. In
this close interaction, faculty act as both mentors and models for students.
Course Descriptions
Course descriptions offer a brief summary of the subject matter to aid students in planning a program. Course
descriptions can be found at our Course Description Search. A syllabus containing a more detailed explanation of
content, approach, requirements, and evaluations for a particular course can be obtained from the instructor.
Internships and Independent Studies
Every department offers opportunities for internships and independent study. The course description and process for
registering for credit is normally the same for each department. Some departments have additional requirements that
are noted in the course description. Interdisciplinary internships are also available.
Internships
198 – Internship/On-campus
199 - Internship/Off-campus (4 credits)
A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and
site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities
inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the
departmental internship coordinator or a faculty member and the Strommen Center regarding requirements and
permission to register.
396 - Internship/On-campus (4 credits)
397 - Internship/Off-campus (2 credits)
398 - Internship/On-campus (2 credits)
399 - Internship/Off-campus (4 credits)
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A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site
supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities
inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the
beginning of the term/registration, interested students must consult with the departmental internship coordinator or a
faculty member and the Strommen Center regarding requirements and permission to register. (Off-campus 397/399
internships are one option for the Augsburg Experience graduation require/ement.)
Directed and Independent Studies
299 - Directed Study
An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Approval
must be secured in writing from the instructor and the department chairperson before the term in which the study is
undertaken.
499 - Independent Study/Research
An opportunity for advanced and specialized research projects. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
Academic Year
All Augsburg programs follow the semester calendar with fall, spring, and summer semester lengths ranging from 14-16
weeks.
In Augsburg’s Day Program full-time students normally take 16 credits per semester. The Day Program calendar is
coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities (ACTC), so that students
can take a course on another campus during fall or spring semester.
Adult Undergraduate (AU) classes typically meet on the same night of the week, on an alternating bi-weekly schedule.
The alternating weeks of the semester are labeled “Maroon,” and “Silver.” Students select courses from both the
maroon and silver schedules, creating an alternating schedule of classes. Face-to-face meetings occur on alternating
weeks for three-and-a-half hours on either Tuesday or Thursday, depending on the program. Online and out-of-class
work occurs during the non-class meeting week. Additional classes outside of the major program may be scheduled on
Monday or Wednesday weeknights. Students may take up to 18 credits per semester.
Weekend and Evening College (WEC) classes typically meet on alternate weekends. Some classes may meet weekly on
weekday evenings. There are seven to eight face to face class sessions supplemented by online instruction each
semester, and classes meet on weekends for 3.5 to 4 hours. Students may take up to 18 credits per semester.
Rochester (ROCH) campus classes are held on weekday evenings and meet alternate weeks. There are seven to eight
class sessions supplemented by online instruction each semester with each class meeting for 3.5 to 4 hours. Students
may take up to 18 credits per semester.
Courses and majors offered through AU/ROCH/WEC are equivalent to their Day Program counterparts. However, the
curriculum is limited to selected liberal arts courses and majors.
Course Offerings
In general, courses are offered in both fall and spring semesters unless otherwise indicated. Since some courses are
offered alternate years, it is important that the student review major requirements and course offerings with an advisor
to ensure that all requirements can be met.
Note: Not all courses are offered in all programs. Refer to AugNet Records and Registration for information on when
specific courses are offered.
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Credit Hour Definition
Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period
of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student
work completed over a different time frame or via a different delivery method.
Numbering
Courses numbered 100 -299 are classified as lower division. Courses numbered 300 and above are classified as upper
division. In general, courses in the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for
seniors.
Prerequisites
Courses that must be taken before enrolling in a higher level course are listed in the online Course Description Search 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. Effective Writing (ENL111) and math placement prerequisites cannot be waived by the
instructor. Students may be dropped from a course if they do not earn a satisfactory grade in the prerequisite for that
course.
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, Languages and Cross-Cultural Studies, Music,
Philosophy, Religion, Theater Arts, Gender, Sexuality, and Women’s Studies, 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.
Full explanation of departments and academic programs including major/minor requirements, graduation skills, and
other academic information is provided in the following pages, alphabetically by department.
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American Indian Studies
American 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, culture, language, literature, the arts,
philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of
study exposes students to the richness and beauty of North American Indian cultures.
Faculty
Eric Buffalohead (Chair), Elise Marubbio, Richard Gresczyk, Jim Rock, Dale Weston, Vinodh Kutty, Virginia Allery, Sophia
Jacobson
Degree and Major Requirements
American Indian Studies Major
Nine 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
In addition, students must complete four electives. At least four of the courses toward the major must be upper division.
Non-departmental elective course options
ART290
ENL255
ENL355
OJB111
OJB112
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by GST 200, MAT 163 or
PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill
each of these skills.
American Indian Studies Minor
Five courses including AIS 105. At least two courses must be upper division.
For a complete list of courses and descriptions, see the Course Description Search.
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Art
Art 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 flourish with diversity. We are a small campus in the heart of a major
metropolitan area with an innovative faculty and creative curriculum in graphic design, drawing, painting, printmaking,
ceramics, sculpture, photography, hand papermaking, book arts, architecture, and digital media. A solid foundation of
drawing, design, and history is balanced with the development of technical skills, critical thinking, and creative
exploration in a range of media. On-campus galleries showcase student and professional artwork. Nearby museums,
galleries, studio visits, and guest artists provide art in real time. Service learning, internships, and study abroad are
integral to our program. We reach nearly 1,000 students a year from all disciplines, and graduate 25-30 majors annually
with Bachelor of Arts degrees in art history, studio art, and art education. An emphasis in graphic design, an architecture
minor, and certificates in art and graphic design provide additional opportunities for specialization.
For half a century, students have been earning degrees in studio art and art history at Augsburg College. We’re excited
to be here in the center of the city. You will be, too.
Art Faculty
Kristin M. Anderson, Susan Boecher, Chris Houltberg, Tara Sweeney, Robert K. Tom
Degree and Major Requirements
Note: All studio courses require 3-6 work hours outside of class sessions. Most studio courses have lab fees.
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
ART 223 - Print Making I
ART 225 - Graphic Design I
ART 257 - Watercolor Painting I
One course in three-dimensional art from:
ART 221 - Sculpture I
ART 250 - Ceramics I
ART 280 - Hand Papermaking and Book Arts I
Five additional studio arts courses
ART 240 - Art History Survey, and two additional art history courses
ART 305 - Junior Exhibition and Faculty Review
ART 405 - Senior Exhibition and Faculty Review
Studio majors must participate in a group exhibition and review in their junior year, followed by a solo or two-person
show with a faculty review in their senior year, and the annual senior group exhibition.
Studio Art major with emphasis in Graphic Design
Majors are required to begin their programs with the studio arts foundations:
ART102 - Design
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ART107 - Drawing
One course in two-dimensional art from:
ART 118 - Painting I
ART 223 - Print Making I
ART 225 - Graphic Design I
ART 257 - Watercolor Painting I
One course in three-dimensional art from:
ART 221 - Sculpture I
ART 250 - Ceramics I
ART 280 - Hand Papermaking and Book Arts I
A two course sequence in graphic design, chosen from:
ART 225 - Graphic Design I and ART 330 – Graphic Design II
or
ART 215 - Web Design I and ART 315 – Web Design II
Three additional graphic design electives, chosen from the following:
ART 215 - Web Design I
ART 224 - Publication Design
ART 225 - Graphic Design I
ART 280 - Hand Papermaking and Book Arts I
ART 315 - Web Design II
ART 320 - Typography
ART 330 - Graphic Design II
ART 333 - Digital Photography
ART 340 - Digital Imaging
ART 399 - Internship, design-related
ART 499 - Independent Study, design-related
ART 240 and two additional art history electives
ART 305 - Junior Exhibition and Faculty Review
ART 405 - Senior Exhibition and Faculty Review
Studio majors must participate in an exhibition and review in their junior year, followed by a solo or two-person show
with a faculty review, and the annual senior group exhibition. Please note that ART 225 cannot count as both a twodimensional elective and a graphic design emphasis elective.
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), Writing (W), and Quantitative Reasoning (QR) are met by completing the
following courses:
S: Choose from ART 102, 225, or upper division art history courses (ART 349, 352, 382, 385, 386, 387, 388, 389).
W: Choose two of the following courses to satisfy the writing skill: ART 349, 352, 385, 386, 387, 388, and 389.
QR: PHY 119, MAT 145, MAT 146, MAT163, GST 200, or PHI 230.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that 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
Six other art or architectural history courses
Two studio courses:
ART 102 - Design or ART 107 - Drawing
ART 118 - Painting I or ART 221 - Sculpture I
Art History majors must participate in a group exhibition and review in their junior year, followed by creating and
curating a research-based exhibition with faculty review in their senior year.
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 embedded in the upper division art history courses and
are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the following
courses:
QR: PHY 119, MAT 145, MAT 146, MAT163, GST 200, or PHI 230.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Double Major
Students planning a double major in studio art and art history or a major/minor combination should meet with a
department advisor to plan appropriately.
Departmental Honors
GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting the
highest quality work, and Art Department-approved special projects and/or research. Application should be made to the
department chair before the last term of the senior year.
Studio Art Minor
Five courses including:
ART 107 - Drawing
ART 240 – Art History Survey
Three additional studio courses.
Architecture Minor
Five courses including:
ART 105 - Introduction to Architectural Drawing
ART 210 - Drawing for Design in Architecture
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ART 243 - History of Architecture to 1750
ART 244 - History of Architecture after 1750
ART 249/349 - The Designed Environment
Art History Minor
Five art history courses including ART 240 - Art History Survey.
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:
ART 102 - Design
Four in graphic design:
ART 215 - Web Design I
ART 225 - Graphic Design I
ART 320 - Typography
ART 340 - Digital Imaging
One art history
Two studio electives
For a complete list of courses and descriptions, see the Course Description Search.
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Biology
From transgenic crops to emerging diseases to being a member of the human species, biology affects – literally – every
part of your life. Because biology is such a broad field, the biology program at Augsburg emphasizes integration across
many sub-disciplines, including molecular, cellular, organismal, evolutionary, and ecological biology. Additionally, the
biology program at Augsburg coordinates with the mathematics, chemistry, and physics programs to ensure that our
students acquire the necessary knowledge to fully understand biological phenomena.
Augsburg’s Biology program is designed to provide students with the opportunities to (1) understand the fundamental
knowledge of the discipline, (2) know how scientific knowledge is generated and disseminated, (3) effectively
communicate scientific information in written and oral forms, (4) be proficient in common biological lab techniques, and
(5) demonstrate professionalism in the sciences. Additionally, Augsburg has a strong commitment to undergraduate
research, both on and off campus. There are a variety of opportunities to work on research projects with Biology faculty
and subsequently present your research at regional, national, and international meetings.
Graduates of our Biology program follow many different paths. Most of our graduates use their undergraduate major in
Biology as a springboard for further study. Augsburg graduates have gone on to graduate studies leading to careers in
post-secondary teaching, basic and applied research, and public health or have entered professional programs in
medicine, veterinary medicine, and dentistry. In addition, many of our students go directly into the workforce as
laboratory technologists and teachers.
Biology Faculty
Jennifer Bankers-Fulbright (Chair), Matthew Beckman, Ralph Butkowski, William Capman, David Crowe, Ann Impullitti,
Dale Pederson, Emily Schilling
Degree and Major Requirements
Students may choose one of the following degree options: Bachelor of Arts in biology, Bachelor of Science in biology, or
Bachelor of Arts in life sciences.
Bachelor of Arts in Biology
The total number of required courses in the department is nine courses. There are additional required supporting
courses that must be taken in other disciplines.
BIO 151 - Introductory Biology
BIO 152 - Evolution, Ecology, and Diversity
BIO 253 - Introductory Cellular Biology
BIO 255 - Genetics
MAT 114 - Precalculus
or MAT 145 - Calculus I
or MAT 163 - Introductory Statistics
or MAT 248 - Biostatistics
or PSY 215 - Research Methods and Statistics I
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
PHY 116 - Introduction to Physics
or PHY 107, 108 - College Physics I, II
or PHY 121, 122 - General Physics I, II
BIO 490 - Biology Keystone
or SCI 490 - Integrated Science
or HON 490 - Honors Senior Seminar
or another keystone with departmental approval
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Five upper division electives, at least one of which must be BIO 361, BIO 440, or BIO 481:
BIO 351 - Invertebrate Zoology
BIO 353 - Comparative Vertebrate Anatomy
BIO 361 - Plant Biology
BIO 369 – Biochemistry
BIO 440 – Plant Physiology
BIO 471 - Advanced Cellular and Molecular Biology
BIO 473 - Animal Physiology
BIO 474 - Developmental Biology
BIO 475 - Neurobiology
BIO 476 - Microbiology
BIO 481 - Ecology
BIO 486 - Immunology
BIO 495 - Special Topics in Biology
PHY 317 - Biophysics
Bachelor of Science in Biology
The total number of required courses in the department is nine courses. There are additional required supporting
courses that must be taken in other disciplines.
BIO 151 - Introductory Biology
BIO 152 - Evolution, Ecology and Diversity
BIO 253 - Introductory Cellular Biology
BIO 255 - Genetics
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
CHM 351 - Organic Chemistry I
CHM 352 - Organic Chemistry II
PHY 121, 122 - General Physics I, II
or PHY 107, 108 - College Physics I, II
MAT 145 - Calculus I
MAT 146 - Calculus II
BIO 490 - Biology Keystone
or SCI 490 - Integrated Science
or HON 490 - Honors Senior Seminar
or another keystone with departmental approval
Five upper division electives, at least one of which must be BIO 361, BIO 440, or BIO 481:
BIO 351 - Invertebrate Zoology
BIO 353 - Comparative Vertebrate Anatomy
BIO 361 - Plant Biology
BIO 369 – Biochemistry
BIO 440 – Plant Physiology
BIO 471 - Advanced Cellular and Molecular Biology
BIO 473 - Animal Physiology
BIO 474 - Developmental Biology
BIO 475 - Neurobiology
BIO 476 - Microbiology
BIO 481 - Ecology
BIO 486 - Immunology
BIO 495 - Special Topics in Biology
PHY 317 - Biophysics
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General Education Accommodation
BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal
Arts Foundation (LAF) Waiver in the Academic Information section of the catalog.
Bachelor of Arts in Life Sciences
This major is appropriate for students also seeking secondary teaching licensure in biology.
BIO 151 - Introductory Biology
BIO 152 - Evolution, Ecology, and Diversity
BIO 253 - Introductory Cellular Biology
BIO 255 - Genetics
MAT 114 - Precalculus
or MAT 145 - Calculus I
or MAT 163 - Introductory Statistics
or MAT 248 - Biostatistics
or PSY 215 - Research Methods and Statistics I
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
PHY 116 - Introduction to Physics
or PHY 107, 108 - College Physics I, II
or PHY 121, 122 - General Physics I, II
BIO 490 - Biology Keystone
or SCI 490 - Integrated Science
or HON 490 - Honors Senior Seminar
or another keystone with departmental approval
Two science courses from the following:
PHY 101 - Astronomy
SCI 106 - Introductory Meteorology
An introductory geology course
Four upper division electives, at least one of which must be BIO 361, BIO 440, or BIO 481:
BIO 351 - Invertebrate Zoology
BIO 353 - Comparative Vertebrate Anatomy
BIO 361 - Plant Biology
BIO 369 – Biochemistry
BIO 440 – Plant Physiology
BIO 471 - Advanced Cellular and Molecular Biology
BIO 473 - Animal Physiology
BIO 474 - Developmental Biology
BIO 475 - Neurobiology
BIO 476 - Microbiology
BIO 481 - Ecology
BIO 486 - Immunology
BIO 495 - Special Topics in Biology
PHY 317 - Biophysics
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Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115
(preferred) or COM 111 or HON 130.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Transfer course policy for majors and minors
All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review by the
chair. Only those biology courses successfully completed (2.0 or above) within the last 10 years will be considered. At
least four upper division electives must be completed in residence (at Augsburg College).
Custom Biology Programs
Students who have completed BIO 151, 152, 253, 255 and at least one upper division elective may, in consultation with
their advisor, seek approval from the department to complete major requirements with as many as four upper division
courses from other institutions.
Departmental Honors
A GPA of 3.5 in biology and 3.0 overall is required. Additionally, students must successfully complete one of the
following:
Summer or academic year research internships followed by successful completion of BIO 297, BIO 399, BIO 497, BIO 499
or HON 499 with a biology mentor. Students will submit a formal intent to be considered for departmental honors
within the first week of classes in the fall semester of the senior year (or the first week of classes for the spring semester
if they are graduating the following December). This formal intent must be typed and will be composed of no more than
one page of text providing the following: (1) Title of project. (2) Abstract describing the project with special focus given
to the questions that will be addressed, the methods to be used and the expected outcomes. (3) Name and signature
(with date) of your faculty advisor. (4) List of three Biology Department faculty who have agreed to serve as your
evaluation committee. A decision will be made by that committee within one week of submission. Projects must include
public presentation and a written report approved by the department.
Participation in and completion of the Mayo Innovation Scholars Program (including presentation).
Scoring above the national 90th percentile on the ETS Major Field Test in Biology.
Minor
A course sequence in general chemistry and five biology courses including BIO 151, 152, and three additional BIO
courses (200 level or above). The majority of courses in biology must be taken at Augsburg College.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology
majors must have an advisor in the biology department. In order to complete all major requirements in four years, BIO
151 and 152 and General Chemistry should be taken in the first year, and BIO 253, BIO 255 and Organic Chemistry (when
appropriate) in the second year. Students should complete their math requirements early in their college careers.
Students must earn a minimum grade of 1.0 and an average grade of 2.0 in BIO 151 and 152. Supporting course
requirements in chemistry, mathematics, physics, and communication must be satisfied with a grade of 2.0 or higher to
satisfy either major or prerequisite requirements. A grade of 2.0 or higher is required in BIO 253 and BIO 255 in order to
fulfill major requirements and to fulfill the prerequisite requirements of several upper division biology electives. A grade
of 2.0 or higher must be earned in all upper division biology courses applied toward meeting the requirements of a
major. All biology courses applied toward the major must be traditionally graded. A GPA of 2.5 in biology courses is
required for the life science major.
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*Students completing majors in biology or life science will be required to take the ETS Major Field Test in Biology during
their final year of the program. The exam will appear on the graduation checklist.
Biology for Health Sciences
Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study
the requirements for every program well in advance of making application. In general, the pre-medical curriculum
includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry,
statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical
College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such
typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas
should consult early and often with health science advisors Catherina Kipper, Dixie Shafer, Dale Pederson, and Kelsey
Richardson-Blackwell.
Graduate Training in Biology
Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus,
and physics. Also required is extensive involvement in research through Augsburg Experience, internships, and/or
independent study. Careful consultation with a biology advisor is recommended to select among coursework and
research options.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for 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.
Post-Baccalaureate Teaching Licensure
Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure at Augsburg are
required to complete a minimum of two upper division biology courses at Augsburg with grades of 2.5 or higher.
Required or elective courses are determined by the department following review of transcripts and prior to
matriculation.
Beta Beta Beta
Membership in the Augsburg chapter of this national biology honor society is open to students who have completed at
least one upper division biology course and have a GPA of 3.0 in biology.
Cooperative Education and Service-Learning
The department works with the Strommen Center for Meaningful Work in identifying and defining cooperative
education experiences in laboratories and other settings in the Twin Cities.
For a complete list of courses and descriptions, see the Course Description Search.
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Biopsychology
The biopsychology major is designed to offer students an integrative perspective on the biological basis of behavior.
Towards this end, students will take courses in both psychology and biology to gain exposure to a broad range of
theories and research covering a variety of topics such as cognition, motor control, sensation/perception, emotion, and
psychopathology. These topics will be studied at multiple levels of analysis including genetic, neural, and environmental.
The biopsychology major will provide students with a strong foundation of courses in neuroscience, statistics, and
chemistry. This broad training can help prepare students for careers in research, medicine, public health, education, and
pharmaceutical or biotechnology industries.
Biopsychology Faculty
Matthew Beckman (Biology), Ralph Butkowski (Biology), David Crowe (Biology), Stacy Freiheit (Psychology), David Matz
(Psychology), Dale Pederson (Biology), Bridget Robinson-Riegler (Psychology), Nancy Steblay (Psychology), Henry Yoon
(Psychology).
Degree and Major Requirements
Major
Thirteen Courses:
BIO 151 - Introductory Biology
BIO 152 - Ecology, Evolution and Diversity
BIO 253 - Introductory Cellular Biology
BIO 475 - Neurobiology
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
PSY 355 - Biopsychology
Two Psychology electives from the following:
PSY 299 - Directed Study (Research in Biopsychology)
or PSY 360 - Psychology Laboratory (two semesters)
PSY 354 - Cognitive Psychology
PSY 391 - Individual Differences
PSY 410 - Clinical Neuropsychology
PSY 491 - Advanced Research Seminar
PSYC 322 - Sensation and Perception (St. Thomas)
PSYC 407 - Seminar in Behavioral Neuroscience (St. Thomas)
PSYC 378 - Psychology of Language (Macalester)
PYSC 486 - Seminar in Neuropharmacology (Macalester)
Two Biology electives from the following:
BIO 255 - Genetics
BIO 369 - Biochemistry
BIO 471 - Advanced Cell and Molecular Biology
BIO 473 - Animal Physiology
BIO 495 - Special Topics in Biology: Animal Behavior (this topic only)
BIOL 356 - Cellular and Molecular Neuroscience (Macalester)
PHY 317 - Biophysics
Keystone (one required):
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BIO 490 - Biology Keystone
PSY 400 - Keystone Internship
SCI 490 - Integrated Science
Note: Students will need to take the CHM 115/116 sequence to complete the biology courses. A minimum of five
courses must be from Augsburg.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in speaking (S) is met by completing COM 111
or 115. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill
these skills.
Other Requirements
An average grade of 2.0, with no grade below a 1.0 is required for BIO 151 and 152. A grade of 2.0 or above is required
for all courses (200 level and above) applied to the major.
Transfer Course Policy for Majors
All transfer courses, including ACTC courses, must be approved in writing by the department chair(s). Only those biology
and psychology courses successfully completed (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 introductory or elective credit for the major.
Biopsychology Honors
GPA of 3.5 in the major, and 3.3 overall. Students must complete a high-quality research project, approved and
evaluated by three members of the Biopsychology faculty. Formal application must be made no later than the junior
year.
For a complete list of courses and descriptions, see the Course Description Search.
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Department of Business Administration
Our mission is to prepare students for professional careers in business or for graduate studies. This preparation involves
a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the
needs of the business community. The department fosters close ties with the corporate community that provide a
wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can
best serve both the student and the community by providing an education that is technically competent, ethically based,
and socially aware.
Faculty
Jeanne Boeh (Co-Chair), Stu Stoller (Co-Chair,), John C. Cerrito, David A. Conrad, George F. Dierberger, Marc D. Isaacson,
Perwaiz Ismaili, Nancy Johnson, Phyllis Kapetanakis, Jayoung Koo, Lori L. Lohman, Marc C. McIntosh, Fekri Meziou,
Magdalena M. Paleczny-Zapp, Milo A. Schield, Peter J. Stark
General Requirements
Majors
The Department of Business Administration offers seven majors: Business Administration, Accounting, Finance,
International Business, Management, Management Information Systems, and Marketing. There is also a combined
Business and Economics major, which incorporates courses from both the Departments of Business Administration and
Economics.
Minors
Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in
addition to their major. The Department of Business Administration offers seven minors: Business Administration (for
non-business majors only), Business Minor for Science Majors, International Business, Music Business, Accounting,
Management Information Systems, and Marketing.
Transfer Students
Transfer students must complete at least four of the upper division courses required in the major at Augsburg, or at
least three courses in the minor, or obtain an exemption from the department. Transfer courses must be approved by
the department. Transfer courses taken more than 10 years ago will not be accepted. Business courses (ACC, BUS, FIN,
MIS, MKT) taken at Augsburg more than 10 years ago will not be applied toward a major unless approved by a faculty
member in the student's designated major area. Suitable intervening work experience will also be considered.
Advising
Students who plan to pursue any of our business majors are strongly encouraged to select a departmental advisor who
teaches in their major. This should be done by the end of sophomore year at the latest. In addition to advising,
departmental faculty can counsel students on their careers, assist in obtaining internships or jobs, and provide letters of
recommendation for prospective employers or graduate programs. The business administrator is also available for
advising questions relating to degree progress, course selection, and international courses abroad.
Departmental Honors
To complete departmental honors in the Department of Business Administration, students need to consult with the
department chair. Students need to apply to the department and start the process during their junior year.
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Internships
Students are strongly encouraged to work with the Strommen Center for Meaningful Work and department faculty to
obtain an internship during their junior or senior year. Internships can provide students with experience that may be
valuable in competing for jobs after graduation. Faculty advisors should be consulted about internships.
Study Abroad
The Department of Business Administration faculty actively support international study. For additional details, see the
section on International Partners under International Programs in this catalog, or consult the departmental coordinator
and/or the department administrator for international business courses or other overseas opportunities.
P/N Grades
Students may apply no more than 8 semester credits with P grades toward a major and no more than 4 semester credits
with a P grade toward a minor. Please refer to the P/N and graduation requirements section of this catalog for specific
details regarding P/N grades.
For a complete list of courses and descriptions, see the Course Description Search.
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Business Administration
The major in Business Administration prepares students for professional careers in business administration or for
graduate studies. Within this area, there is one specialization available to Day students called Music Business and
another option available to both day and AU students called the Combined Business and Economics major. These two
areas provide students with a broad foundation so they can readily adapt to internal changes in interests and goals and
to external changes in circumstances and opportunities.
Degree and Major Requirements
Business Core
Seven courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
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 Music Business (Day students only)
Business Core* plus:
ECO 112 - Principles of Macroeconomics
MUS 205 – Legal Issues in Music, Entertainment, and the Arts
MUS 335 – Music Business
MUS 336 - Arts Management and Concert Promotion
MUS/BUS 399 - Internship
MUS 162 – Entrepreneurship for Creative Businesses**
MUS 408 – Current and Future Issues in the Music Industry**
**Students may substitute 4 credits of business elective (chosen in consultation with the faculty adviser) in place of
MUS162 and MUS408
12 elective credits in MUS or 8 semester credits in MUS credits and 4 semester credits in MUE (8 credits must be in
residence at Augsburg), selected from:
MUS 101 - Materials of Music I
MUS 102 - Materials of Music II
MUS 111 - Aural Skills I
MUS 112 - Aural Skills II
MUS 130 - Introduction to Music in the Fine Arts
MUS 220 - Worlds of Music
MUS 241 - History of Jazz
(other MUS courses as approved by advisor)
*Music Business majors may substitute BUS 254 in place of BUS 242 or 200.
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Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses.
The Quantitative Reasoning (QR) graduation skill is met by completing two courses: MIS 260 (QF) and either MIS 264 or
MIS 379 (QA).
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Combined Major in Business Administration and Economics
Eleven courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
MKT 252 - Principles of Marketing
MIS 379 - Quantitative Methods for Business and Economics
or FIN 331 - Financial Management
One other upper division BUS, ACC, FIN, MIS, or MKT course
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
One other upper division ECO course
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the combined major in Business Administration and Economics. The Quantitative Reasoning
(QR) graduation skill is met by completing: ECO 112 or 113 (QF) and either MIS 379, ECO 318, or ECO490 (QA).
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Minor in Business Administration (open to non-business majors only)
Six courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
MKT 252 - Principles of Marketing
MIS 379 - Quantitative Methods for Business and Economics
or MIS 264 - Statistical Literacy for Managers
or FIN 331 - Financial Management
ECO 112 - Principles of Macroeconomics
or ECO 113 - Principles of Microeconomics
Other configurations may be permitted with approval of the department chair.
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Business Minor for Science Majors (open only to students majoring in Biology, Biopsychology, Chemistry, Computer
Science, Mathematics, or Physics)
Six courses including:
ACC 221 - Introduction to Financial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
or BUS 254 - Entrepreneurship
ECO 113 - Principles of Microeconomics
MKT 252 - Principles of Marketing
PHI 120 – Ethics
BUS 399 – Internship
or BUS 397 - Internship
Minor in Music Business
The Music Business minor is a course of study designed both for the music major desiring additional preparation in
business and for the non-music major interested in pursuing a career in the music industry. With the Music Business
minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that
address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program
between the music and business departments. See the Music Department for requirements.
For a complete list of courses and descriptions, see the Course Description Search.
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Accounting
Accountants perform an important function in society by providing high-quality financial information. Augsburg
Accounting majors learn the requisite skills to do this through the study of theories and practices associated with the
areas of financial accounting, managerial accounting, tax accounting, and auditing. In addition, Accounting majors take
courses in other business areas necessary so that they have a broad understanding of how accounting serves the needs
of business managers and others who rely on accounting information.
Students completing the Accounting major will be prepared for entry-level positions as auditors and public accountants,
management accountants, tax accountants, and internal auditors. Their education will give them knowledge and skills to
work as accountants in business, government, and nonprofit organizations and to work in other positions requiring
engagement with financial information.
The Augsburg Accounting major also provides students with the accounting and business coursework required to take
the Uniform Certified Public Accountant (CPA) exam. Students can sit for the CPA exam after they have completed their
Bachelor of Arts in Accounting. Students should note, however, that in order to be licensed as a CPA they must have
completed a total of 150 credit hours in either undergraduate or graduate coursework and have one year of relevant
work experience in auditing or taxation. Students will also have met the coursework requirements to take the Certified
Management Accountant (CMA) exam.
Accounting majors are encouraged to consider taking one of the professional accounting examinations upon graduation.
Students interested in learning more can find information at the following websites:
CPA exam general information: www.aicpa.org/BecomeACPA/Pages/BecomeaCPA.aspx
State of Minnesota CPA exam requirements: www.revisor.mn.gov/rules
CMA exam: www.imanet.org/cma_certification
Degree and Major Requirements
Accounting Major
Business Core Requirements
Seven courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
Required Accounting Courses
Nine courses including:
ECO 112 - Principles of Macroeconomics
BUS 301 - Business Law
MIS 379 - Quantitative Methods for Business and Economics
ACC 322 - Accounting Theory and Practice I
ACC 323 - Accounting Theory and Practice II
ACC 324 - Managerial Cost Accounting
ACC 326 - Tax Accounting
ACC 423 - Auditing
ACC 425 - Advanced Accounting
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Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Joint Bachelor of Arts in Accounting and Master of Arts in Leadership
A BA in Accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who
wish to qualify for CPA certification and obtain a Master’s degree. By the end of the fifth year and successful completion
of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the
150-hour requirement to qualify for the CPA certification. Refer to the Graduate Studies Catalog for a complete list of
courses.
It is recommended that students meet with an Accounting advisor to create an effective plan for successful completion
of the five-year program.
Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of
their junior year. The application process includes submission of:
Completed application form
Two letters of recommendation (one from an Augsburg professor and one from an employer)
Personal statement
Endorsement from Stuart Stoller, Program Coordinator
Example of their writing in an academic paper
GPA of at least 3.30
Interview with the Director of the MAL program
Students must also have faculty endorsement from the Accounting program. Students must complete at least one year
of accounting work experience (either a job or internship) by the time they graduate from the MAL program.
Program Coordinator: Stu Stoller
Minor in Accounting
Six courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
ACC 322 - Accounting Theory and Practice I
ACC 323 - Accounting Theory and Practice II
ACC 324 - Managerial Cost Accounting
One of the following:
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MIS 379 - Quantitative Methods for Business and Economics
For a complete list of courses and descriptions, see the Course Description Search.
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Finance
The Finance major prepares students for professional careers in corporate finance and the financial services industry.
Augsburg Finance majors learn requisite skills through courses focused on financial theory and practice, investment and
portfolio theory, intermediate accounting theory, money and banking, and international finance. In addition, Finance
majors take courses in other business areas necessary so that they have a broad understanding of how finance serves
the needs of business managers and others who rely on financial information. Besides careers in the finance/accounting
area in all businesses large and small, this major leads to careers in banking, asset management, insurance, and
investment banking. Students will gain the knowledge and skills to work as financial analysts and financial managers in
business, government, and nonprofit organizations, and to work in other positions requiring engagement with financial
information.
Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as
Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as
the Chartered Financial Analyst (CFA), conducted by the CFA Institute, and the Certified Financial Planner (CFP).
Degree and Major Requirements
Finance Major
Business Core Requirements
Seven courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
Required Finance Courses
Eight courses including:
ECO 112 - Principles of Macroeconomics
BUS 301 - Business Law
MIS 379 - Quantitative Methods for Business and Economics
ACC 322 - Accounting Theory and Practice I
FIN 433 - Financial Theory: Policy and Practice
FIN 438 - Investment Theory
FIN 460 - International Finance
ECO 315 - Money and Banking
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
For a complete list of courses and descriptions, see the Course Description Search.
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International Business
The objective of the international business major is to prepare students for the increasingly competitive and
interdependent international business world with which they must cope. It is absolutely necessary for American
graduates to be fully informed about how to compete and do successful business outside the US as well as in the US
market where much of their competition is from foreign firms.
Students will learn about business transactions between and within countries, exchange rates, the laws and logistics of
international trade, and investments made in foreign markets. Knowledge of other cultures is crucial to being a
successful international business person. Besides your studies in business, finance, banking, and the like, you will also
learn about different cultures and societies. A major in international business will lead you to exciting careers in a global
context.
Degree and Major Requirements
International Business Major
Business Core Requirements
Seven courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
Required International Business Courses
Six courses including:
MIS 264 - Statistical Literacy for Managers
or MIS 379 - Quantitative Methods for Business and Economics
BUS 362 - International Business
BUS 465 - International Management
ECO 112 - Principles of Macroeconomics
MKT 466 - International Marketing
One additional upper division course in either international business or international economics. Options include:
ECO 360 - International Economics
ECO 370 - International Economic Development
FIN 460 - International Finance
Students must also complete three semesters of a foreign language (or equivalent). This does not include American Sign
Language. The language requirement may be waived for international students. Contact the International Business
coordinator for details on language equivalents or other configurations, including transfer equivalencies.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the international business major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Minor in International Business
Six courses including:
ACC 221 - Introduction to Financial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
or MKT 252 - Principles of Marketing
ECO 112 - Principles of Macroeconomics
or ECO 113 - Principles of Microeconomics
Three courses in International Business (one may be in international economics). Options include:
BUS 362 - International Business
BUS 465 - International Management
ECO 360 - International Economics
ECO 370 - International Economic Development
FIN 460 - International Finance
MKT 466 - International Marketing
Students should consult the area coordinator concerning acceptable alternatives in international economics. For a
complete list of courses and descriptions, see the Course Description Search.
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Management
The major in management prepares the student for a wide variety of careers in supervision and senior management.
Peter Drucker once commented that effective management is probably the main resource of developed countries and
the most needed resource in developing ones.
The role of a manager is to guide the organization and its employees toward the accomplishment of goals. The skills
developed in the study of this major are applicable in businesses of any size and in both the for-profit and nonprofit
sectors.
In addition to the general business core courses, students take courses in human resources, strategy, international
management, project management and/or quantitative methods of management.
Degree and Major Requirements
Management Major
Business Core Requirements
Seven courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
Required Management Courses
Six courses including:
ECO 112 - Principles of Macroeconomics
MIS 264 - Statistical Literacy for Managers
or MIS 379 - Quantitative Methods for Business and Economics
BUS 340 - Human Resource Management
BUS 440 - Strategic Management
BUS 465 - International Management
MIS 376 - Project Management
or ECO 318 - Management Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the Management major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
For a complete list of courses and descriptions, see the Course Description Search.
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Management Information Systems
The major in Management Information Systems prepares students for professional careers in information systems such
as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems
as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design
and develop new systems. MIS is an extensive major and includes courses from Computer Science, Economics, Business,
Accounting, Finance, and Marketing as well as from MIS.
Degree and Major Requirements
Management Information Systems Major
Business Core Requirements
Seven courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
Required MIS Courses
Nine courses including:
MAT 171 - Discrete Mathematics for Computing
MIS 270 - Data Management for Business
MIS 264 - Statistical Literacy for Managers
or MIS 379 - Quantitative Methods for Business and Economics
MIS 375 - E-Commerce
MIS 376 - Project Management
MIS 475 - Systems Analysis and Design
MIS 476 - Information Systems Projects
CSC 160 - Introduction to Computer Science and Communication
CSC 170 - Introduction to Programming
or CSC 240 - Introduction to Networking and Communications
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
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Minor in MIS
Six courses including:
ACC 221 - Introduction to Financial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
or MKT 252 - Principles of Marketing
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
Two courses selected from:
MIS 270 - Data Management for Business
MIS 375 - E-Commerce
MIS 376 - Project Management
or ECO 318 - Management Science
For a complete list of courses and descriptions, see the Course Description Search.
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Marketing
The Marketing major prepares students for professional careers in a wide variety of marketing functions within both
businesses and nonprofit organizations. Career avenues include marketing research, product management, marketing
communications (such as advertising, public relations and sales promotion), and sales. Marketing courses focus on
integrating both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan
location makes it easy for marketing students to complete marketing plans, research studies, and other projects for
leading Twin Cities companies and nonprofit organizations, and provides opportunities for working in the marketing field
after graduation.
Degree and Major Requirements
Marketing Major
Business Core Requirements
Seven courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
Required Marketing Courses
Eight courses including:
ECO 112 - Principles of Macroeconomics
MIS 264 - Statistical Literacy for Managers
or MIS 379 - Quantitative Methods for Business and Economics
BUS 301 - Business Law
MKT 352 - Marketing Research and 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
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
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Minor in Marketing
Five courses including:
MKT 252 - Principles of Marketing
MKT 352 - Marketing Research and Analysis
MKT 355 - Marketing Communications
or MKT 357 - Advertising
Two additional marketing courses
For a complete list of courses and descriptions, see the Course Description Search.
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Chemistry
Chemistry is the science that examines and works toward understanding matter and changes in matter. Chemistry has
been described as the central science because matter includes the entire physical world, such as the things we use, the
food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology
opens vistas that excite and offer opportunities to benefit the entire world.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of
providing a public understanding of their work, including potential problems as well as benefits.
Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as
offered in the general education curriculum are imperative if a chemist is to be both truly human and truly scientific.
Augsburg’s Chemistry department is approved by the American Chemical Society (ACS) and offers a Chemistry major
that meets the chemistry background required by many fields.
Consonant with these ideals, the Chemistry Department has established the following objectives to help its students
develop into mature scientists:
To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS Chemistry
major to compete successfully with their peers of similar ability in graduate school or research positions, as well as
professional goals other than traditional positions as chemists.
To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining
competent in their field, however that may change after graduation, and be able to move into new areas as
opportunities arise.
To encourage students to take a broad view of their education and to integrate 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
Vivian Feng(Chair), Sandra L. Olmsted, Ron L. Fedie, Arlin E. Gyberg (Emeritus), David R. Hanson, Joan C. Kunz ,Michael
Wentzel
Degree and Major Requirements
Bachelor of Arts
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
CHM 351 - Organic Chemistry I
CHM 352 - Organic Chemistry II
CHM 353 - Quantitative Analytical Chemistry
CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics
or CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy,
CHM 491 - Chemistry Seminar (four semesters)
SCI 490 - Integrated Science
or other approved Keystone
CHM 370, or BIO 369, or other approved biochemistry or chemical biology course
MAT 145 - Calculus I
MAT 146 - Calculus II
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PHY 121 - General Physics I
PHY 122 - General Physics II
One additional course from:
CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics
CHM 367 - Properties of Polymers
CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy
CHM 464 - Advanced Organic Chemistry
CHM 470 - Principles of Medicinal Chemistry
CHM 481 - Instrumental Analysis
CHM 482 - Advanced Inorganic Chemistry
CHM 495 - Topics
CHM 499 - Independent Study/Research
PHY 317 - Biophysics
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 the Chemistry Department for assistance in course planning early in their
college careers.
Bachelor of Science (non-ACS-Approved)
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
CHM 351 - Organic Chemistry I
CHM 352 - Organic Chemistry II
CHM 353 - Quantitative Analytical Chemistry
CHM 370, or BIO 369, or other approved biochemistry or chemical biology course
CHM 491 - Chemistry Seminar (four semesters)
MAT 145 - Calculus I
MAT 146 - Calculus II
PHY 121 - General Physics I
PHY 122 - General Physics II
SCI 490 - Integrated Science
or other approved Keystone
One of:
CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics,
CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy
Three from these electives (12 semester credits)
CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics
CHM 367 - Properties of Polymers
CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy,
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CHM 464 - Advanced Organic Chemistry
CHM 470 - Principles of Medicinal Chemistry
CHM 481 - Instrumental Analysis
CHM 482 - Advanced Inorganic Chemistry
CHM 495 - Topics in Chemistry
CHM 499 - Independent Study/Research
PHY 317 - Biophysics
Bachelor of Science (American Chemical Society Approved Major)
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
CHM 351 - Organic Chemistry I
CHM 352 - Organic Chemistry II
CHM 353 - Quantitative Analytical Chemistry
CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics,
CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy,
CHM 464 - Advanced Organic Chemistry
CHM 481 - Instrumental Analysis
CHM 482 - Advanced Inorganic Chemistry
CHM 491 - Chemistry Seminar (four semesters)
SCI 490 - Keystone
CHM 370, or BIO 369, or other approved biochemistry or chemical biology course
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
PHY 121 - General Physics I
PHY 122 - General Physics II
One elective (4-semester-credits) from:
CHM 367 - Properties of Polymers
CHM 470 - Principles of Medicinal Chemistry
CHM 495 - Topics in Chemistry
CHM 499 - Independent Study/Research
PHY 317 - Biophysics
Recommended: PHY 245 - Modern Physics, additional mathematics, research experience, and computer proficiency.
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.
General Education Accommodation
BS 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 (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
chemistry major for both BA and BS degrees. ENL 111 should be taken in the first year. The Speaking (S) skill is met
through COM 115 (or COM 111 or HON 130 or other approved speaking course) and further developed in upper division
chemistry courses.
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Departmental Honors
Full ACS major; GPA of 3.50 in Chemistry, Mathematics, and Physics; one course (4 semester credits) or summer of
approved research; participation in seminar.
Minor in Chemistry
Five courses that must include: CHM 115, 116, CHM 353, and any two other Chemistry courses above 300. At least one
of the 300-level courses must be taken at Augsburg.
Other Requirements
Students must earn a grade of 2.0 or better in each course that applies toward the major or minor in chemistry. At least
two CHM courses numbered above 300 must be taken at Augsburg. A course must be completed with a grade of 2.0 or
higher to count as a prerequisite for any chemistry course. A minimum GPA of 2.5 in chemistry courses is required for
any chemistry major.
Note: Other restrictions and prerequisites are in the course descriptions.
Transfer students must consult with a Chemistry Department Advisor about potential adjustments to their course
requirements for the major.
For a complete list of courses and descriptions, see the Course Description Search.
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Communication Studies
Our 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 advisor as early as possible to design an approved major program,
preferably by the end of the sophomore year.
Faculty
Communication Studies
Deborah Redmond (Chair), Kristen Chamberlain, Wesley Ellenwood, Robert Groven, Jenny Hanson, Anna Kudak, David
Lapakko, Michelle Mcateer
Film Studies
Deborah Redmond (Program Director), Michael Burden, Robert Cowgill, Cass Dalglish, Wesley Ellenwood, Darcey Engen,
Doug Green, Jenny Hanson, Elise Marubbio
Degree and Major Requirements
Communication Studies Major, BA
For transfer students, at least six of these courses must be taken at Augsburg.
Required of all Communication Studies majors:
COM 111 - Public Speaking
or COM 112 - Contest Public Speaking
or COM 115 - Scientific and Technical Public Speaking
COM 120 - Mass Media and Popular Culture
COM 254 - Interpersonal Communication
or COM 355 - Small Group Communication
COM 280 - Introduction to Communication Studies
COM 281 - Research Methods
COM 329 - Intercultural Communication
COM 351 - Argumentation
COM 352 - Persuasion
COM 490 - Keystone: Critical Conversations about Vocation
A total of 3 electives must be taken from following categories (one course must be from COM):
1 to 3 electives from the following (May not count the same course twice):
COM 247 - Documentary History and Theory
COM 260 - Environmental Communication
COM 299 - Directed Study
COM 321 - Business and Professional Speaking
COM 345 - Organizational Communication
COM 399 - Internship
COM 405 - Nonverbal Communication
COM 415 - Advanced Critical Media Studies
COM 480 - Public Relations/Promotional Communication
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COM 495 - Communication Topics
COM 499 - Independent Study
0 to 2 approved outside electives from another major, for example:
ART 132 - Photography I
ART 215 - Web Design I
ART 225 - Graphic Design I
BUS 242 - Principles of Management
ENL 227 - Journalism
ENL 228 - Broadcast and Online Journalism
FLM 399 - Internship
MKT 252 - Marketing
Another course approved by Communication Studies department
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 English Department section of the catalog.
Departmental Honors
Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific
project of special interest to the student. Departmental Honors students must maintain a 3.50 GPA in the major and a
3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality
(COM 499 registration). Honors candidates should meet with their faculty advisor prior to their senior year to develop a
proposal for the honors project.
Communication Studies Minor
Six courses including:
COM 111 - Public Speaking
or COM 112 - Contest Public Speaking
or COM 115 - Scientific and Technical Speaking
COM 254 - Interpersonal Communication
COM 280 - Introduction to Communication Studies
COM 120 - Mass Media and Popular Culture
or POL 342 - Mass Communication in Society
COM 351 - Argumentation
or COM 352 - Persuasion
COM 355 - Small Group Communication
or COM 345 - Organizational Communication
Film Major
The Augsburg Film major reflects our belief that students are transformed through a well-rounded curriculum that
encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between
theory and practice. The major explores the tension between art and commerce through dialogues with film industry
members, internship and mentorship opportunities, film symposia, and Study Abroad. Students will gain experience in
scripting, directing, editing, and acting for both 16mm film and digital. Students will be introduced to the study of film
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theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields such as Art,
English, Theater, Communication Studies, American Indian Studies, and Gender, Sexuality, and Women’s Studies, to
name a few.
Required of all Film Majors:
Nine Core Courses:
FLM 180 - Film Sight and Sound
FLM 216 - Film Production I
FLM 260 - Documentary Production I
FLM 420 - Issues in Contemporary Cinema
FLM 490 - Film Studies Keystone: Critical Conversations about Film and Vocation
COM 247 - Documentary History and Theory
ENL 241 - Intro to Cinema Arts
ENL 371 - History of Cinema
THR 232 - Acting
or THR 233 - Acting for Camera
Three electives must be chosen from the two defined tracks below in consultation with your advisor, who is designated
by the program director. Note that not all elective courses are offered every year, so alternatives within the track may
have to be chosen.
Track 1: Production
Students interested in producing films or videos choose from:
ART 132 - Photography
ART 215 - Web Design I
ART 315 - Web Design II
ART 340 - Digital Imaging
COM 243 – Studio Production
ENL 228 - Broadcast and Online Journalism
ENL 229 - Screenwriting
FLM 124- Monster Movies
FLM 240- Animation
FLM 312 - Film Production II
FLM 348 - Intermediate Video Production
FLM 399 - Internship
FLM 495- Topics
FLM 499 - Independent Study
MUS 130 - Introduction to Music in the Fine Arts
PHY 119 - Physics for the Fine Arts
THR 328 - Theatrical Design
Track 2: Theory and Culture
Students interested in analysis of film, film genres, and cultural context choose from:
AIS 264 - American Indian in the Cinema
AIS 364 - Indigenous Filmmakers
AIS 208/408 - Native American Women and Film
ART 240 - Art History Survey
ENL 221 - Intermediate Expository Writing About the Arts
ENL 228 - Broadcast and Online Journalism
ENL 229 - Screenwriting
ENL 240 - Introduction to Literary Study
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ENL 430 - Advanced Studies in Theory and Method
FLM 124- Monster Movies
FLM 399 - Internship
FLM 495- Topics
FLM 499 - Independent Study
PHI 120 - Ethics
PHY 119 - Physics for the Fine Arts
REL 309 - Religion at the Movies
SPA 248 - Spanish and Latin American Culture Through Film
Film Minor:
COM 120 - Mass Media and Popular Culture
COM 247 - Documentary History and Theory
ENL 241 - Introduction to Cinema Arts
ENL 371 - History of Cinema
FLM 180 - Film Sight and Sound
FLM 420 - Issues in Contemporary Cinema
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the
following courses: COM 281 (QF) and COM 352 (QFA) for Communication Studies majors and one of MAT 163 or PHY
119 for Film majors.
Note: For transfer students, at least three of these six courses must be courses offered at Augsburg.
For a complete list of courses and descriptions, see the Course Description Search.
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Computer Science
The Department of Computer Science at Augsburg strives to give students a sound theoretical and practical foundation
in computer science. We offer both a BA and a BS major. The coursework provides students a strong foundation in
computer science, with emphasis on concepts rather than applications. We encourage students to strengthen their
coursework by electing an internship, undergraduate research experience, 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, Erik Steinmetz, Shana Watters
Degree and Major Requirements
Computer Science Major, Bachelor of Arts
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 - 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
Two electives from:
CSC courses above 200
PHY 261 - Electronics
MIS 475 - Systems Analysis and Design
MAT 355 - Numerical Mathematics and Computation
At least one elective must be an upper division course.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR,) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the major. The Speaking (S) graduation skill is met by MAT 201, COM 111 or
115 (115 recommended) or a sequence of courses and presentations approved in consultation with the Computer
Science department. Consult your faculty advisor for details.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Computer Science Major, Bachelor of Science
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
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CSC 345 - Principles of Computer Organization
CSC 385 - 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 271 - Discrete Mathematical Structures (recommended)
MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
And three electives from:
CSC courses above 200
PHY 261 - Electronics
MIS 475 - Systems Analysis and Design
MAT 355 - Numerical Mathematics and Computation
At least two electives must be upper division courses.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the major. The Speaking (S) graduation skill is met by: MAT 201, COM 111 or
115 (COM 115 recommended), or a sequence of courses and presentations approved in consultation with the Computer
Science Department. Consult your faculty advisor for details.
Transfer students must consult an advisor 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
Noel Petit, Department of Computer Science
Major in Computational Economics
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
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ECO 313 - Intermediate Microeconomics
ECO 315 - Money and Banking
ECO 318 - Management Science
CSC/ECO 499 - Independent Study
Graduation Skills
The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements 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
Noel Petit, Department of Computer Science
Major in Computational Philosophy
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 - 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
The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements 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.
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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.
Course Grading
A course must be completed with a grade of 2.0 or higher to be counted as completing a major or minor requirement.
For a complete list of courses and descriptions, see the Course Description Search.
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Economics
The Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and
an emphasis on national and international issues. Students who graduate with an economics major are well prepared to
continue their education in a variety of fields or to work successfully in business and government because of the strong
liberal arts emphasis within the major.
The department offers six majors: Economics, Applied Economics, Mathematical Economics, Business and Economics,
Computational Economics, and Economics and Political Science (Education majors only).
The Economics major and the Applied Economics majors lead to careers in the business world or government. The
Mathematical Economics major is designed for students who intend to attend graduate school in economics or another
quantitative field such as finance or operations research. It is also designed to serve students to work in quantitative
fields immediately upon graduation, e.g., research analysts or actuaries. 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, and private and public international service. Pre-law
and potential Master of Business Administration students are especially encouraged to consider Economics as a major or
a minor.
Students are able to combine an Economics major with other disciplines such as Business Administration, International
Relations, Mathematics, Management Information Systems, Political Science, History, and area study programs.
Students who are interested in any type of quantitatively-oriented graduate program in economics or in business are
encouraged to either major or minor in Mathematics. These students should also take courses in Computer Science.
Consult an advisor for specific course suggestions.
For the Economics and Applied Economics majors, the capstone experience is ECO 490 - Research Methods in
Econometrics. Students in other majors should consult their advisor for alternatives. Internships are recommended.
Students must consult with the department chair and the Strommen Center before registering for an internship for
academic credit.
Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor.
Transfer classes must have been completed in the last 10 years with at least a 2.0 grade.
Economics Faculty
Keith Gilsdorf (Chair), Jeanne Boeh, Stella Hofrenning, Bernard Walley
Degree and Major Requirements
Major in Economics, BA
ECO 112- Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 490 - Research Methods in Econometrics
Three upper division economics electives
MIS 379 - Quantitative Methods for Business and Economics and MIS 260 - Problem Solving for Business
or MAT 163 - Introductory Statistics
MAT 114 - Precalculus
or MAT 145 - Calculus I
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or MAT 146 - Calculus II
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Major in Applied Economics, BA
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 318 - Management Science
ECO 350 - Labor Economics
ECO 360 - International Economics
ECO 490 - Research Methods in Econometrics
ECO 399 - Internship Program
or ECO 499 - Independent Study
MIS 379 - Quantitative Methods for Business and Economics and MIS 260 - Problem Solving for Business
or MAT 163 - Introductory Statistics
ENL 223 - Writing for Business and the Professions
PHI 120 - Ethics
or PHI 125 - Ethics and Human Identity
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Major in Computational Economics, BA
See Computer Science.
Combined Major in Economics and Business Administration, BA
Five Economics courses and supporting courses in other departments:
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
MKT 252 - Principles of Marketing
FIN 331 - Financial Management
or MIS 379 - Quantitative Methods for Business and Economics and MIS 260 - Problem Solving for Business
One upper division Economics course elective
One upper division Business elective
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Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing two
courses: (1) ECO 112 or 113 (QF) and (2) MIS 379 or ECO 318 or ECO 490 (QA). Consult your department chair or
academic advisor if you wish to choose an alternative approach to meeting the QR graduation skill.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Major in Mathematical Economics, BS
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 416 - Mathematical Economics
ECO 490 - Research Methods in Econometrics
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 373 - Probability and Statistics I
MAT 374 - Probability and Statistics II
MAT 324 - Analysis
or MAT 369 - Modeling and Differential Equations in the Biological and Natural Sciences
or MAT 377 - Operations Research
Two upper division economics course electives
Recommended Courses:
CSC 160 - Introduction to Computer Science and Communication
CSC 170 - Introduction to Programming
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Teacher Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students, therefore, should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
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.
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Minor in Economics
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
One additional upper division economics course
Other configurations may be permitted by consulting with the department chair.
Note: Students who plan to major in the department are strongly encouraged to select a faculty advisor as soon as
possible in order to carefully plan their program of study.
For a complete list of courses and descriptions, see the Course Description Search.
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Education
The Department of Education maintains liberal arts-based teacher education programs that are 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-6)
Secondary—grades 5-12 in communication arts/literature, health, mathematics, and social studies; grades 9-12 in
life science, chemistry, and physics
K-12 licenses in visual arts, physical education, music, English as a Second Language (ESL) and the NEW special
education: Academic Behavioral Strategist (ABS) license. (Note the ESL and ABS programs are available in weekday
evening program only*)
General Science (5-8) initial license
Optional endorsements for a K-6 elementary license include preprimary (ages 3-5), mathematics (grades 5-8),
general science (grades 5-8), social studies (grades 5-8), or communication arts/literature (grades 5-8).
Program Availability
Degree and/or licensure programs are available in both the Day and AU (weekday evening*) programs. Augsburg
Undergraduate (AU) degree and licensure programs are limited to elementary, secondary communication arts/literature
and social studies, and K-12 visual arts, ESL and ABS. Additional licensure programs are available through the Day
program and open to AU students who can take courses on a weekday schedule. All prerequisite courses, elementary
core courses, and professional education courses are available on a weekday evening schedule*. P-12 field service
requirements associated with courses and student teaching must be completed during regular P-12 school hours. All
students must have some time available each term for field service in P-12 educational settings.
Graduate Master of Arts in Education
A graduate level licensure option is available in the AU* program to those already holding a BA/BS degree. Graduate
courses taken for licensure can be applied to a Master of Arts degree in Education (MAE).
Licensure only
Students who have completed a BA/BS degree may complete a licensure only program within the day or AU*
undergraduate program. Contact the Education Department or the Office of Admissions for information.
Program Overview
Students in all degree and/or licensure programs must apply for acceptance into the Education Department prior to
beginning most 300-400 level courses. (EDC 310 may be taken prior to admission). All students are required to meet the
statutory requirements for a skills exam in reading, writing and math. The Minnesota Basic Skills requirement may be
met by providing passing scores on one of the three test batteries (MTLE, SAT, or ACT Plus Writing). Additional criteria
for acceptance into the Education Department are available through the department website. Students complete a
semester of full-time student teaching at the conclusion of their degree and/or licensure. Students must complete the
EdTPA during their student teaching semester. State law requires passing appropriate exams (basic skills, pedagogy, and
content exams) prior to recommendation for licensure. Students who entered Augsburg College under earlier catalogs
must comply with the requirements of the new licensure programs.
The Education Department offers non-licensure majors in Elementary Education and Education Studies. Contact the
department for details. The department also offers a Special Education minor which is described at the end of this
section.
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Students are assigned an Education Department program advisor upon request or at the outset of EDC coursework. All
students are expected to become knowledgeable about programs and follow through with department policies.
Handbooks outlining programs and policies are available through the Education Department and website.
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.
Education Faculty
Margaret Finders (Chair), Kathy Accurso (Rochester), Chris Brown, Joseph Erickson, Jeanine Gregoire, Audrey Lensmire,
Rachel Lloyd, Cari Maguire, Susan O’Connor, Vicki Olson, Donna Patterson, Christine Peper, Christopher Smith, Diane
Vodicka, Barbara West
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Elementary Education
Major and Licensure Requirements
Elementary Education majors are required to complete the following non-major and major courses. To be licensed they
must also complete a student teaching experience. Degree-seeking students follow the Bachelor of Science Liberal Arts
Foundation requirements.
Non-departmental Core Courses
These requirements should be taken during freshman/sophomore year; many of these courses will also fulfill liberal arts
requirements:
ENL 111 - Effective Writing
HPE 115 - Chemical Dependency Education
Math sequence for students
(Do NOT take if seeking 5-8 math endorsement.) MPG 3 pre-requisite.
MAT 137 - Mathematics for Elementary Teachers I (fall)
MAT 138 - Mathematics for Elementary Teachers II (spring)
Science sequence for students
(Do NOT take if seeking 5-8 general science endorsement.)
Option A is for Day students who do not have college-level science courses in their background.
BIO 102 - The Biological World or ENV 120 - Environmental Science
and
PHY 203 - Physics and Earth Science for Elementary Education Teachers
Option B is for weekday, AU*, and/or transfer students with at least one college-level science course accepted in
transfer, or for weekday students who have already started this sequence.
PHY 203 - Physics and Earth Science for Elementary Education Teachers
or
EED 203 - Physical Science for Elementary Teachers (summer session, Time 1 only) and EED 200 - Elementary Education
Earth Science (summer session, Time 2)
and
BIO 102 - The Biological World or ENV 120 - Environmental Science
Option C (Rochester only).
SCI 110 - Natural Science I (Physical Science)
SCI 111 - Natural Science II (Biological and Earth Science)
Major Courses
Foundations Block I
EDC 200 - Orientation to Education in an Urban Setting**
EDC 211 - Minnesota American Indians and EDC 210 - Diversity in the School (EDC 110 Teaching in a Diverse World
(Freshman only)
or EDC 206 - Diversity/Minnesota American Indians
EDC 220 - Educational Technology
EED 225 - Foundations of Literacy
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Foundations Block II
EDC 310 - Learning and Development in an Educational Setting**
Methods Block I (Courses from this point on require admission to the department)
EED 311 - K-6 Methods: Health
EED 312 - K-6 Methods: Physical Education
EED 325 - K-6 Methods: Literacy
EED 326 - Elementary Reading K-6 Field Experience**
EED 386 - K-6 Methods: Children’ Literature
Methods Block II
EED 336 - Advanced Literacy Methods**
EED 341 - K-6 Methods: Art
EED 342 - K-6 Methods: Music
EED 350 - K-6 Methods: Mathematics**
EED 360 - K-6 Methods: Science**
EED 370 - K-6 Methods: Social Studies/Thematics
EED 380 - Kindergarten Methods**
Capstone Block
EDC 410 - Learners with Special Needs**
EDC 490 - School and Society
Student Teaching Block
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.
EED 481, 483, 485 - Student Teaching: Elementary K-6
EED 489: Teacher Performance Assessment and Student Teaching Seminar
Endorsements (optional to add on to elementary license, secondary biology, chemistry, physics)
Communication Arts (5-8)
ENL 220 - Intermediate Expository Writing
ENL 240 - Introduction to Literary Study
COM 254 - Interpersonal Communication
or COM 329 - Intercultural Communication
or COM 351 - Argumentation
or COM 355 - Small Group Communication
EED 331 - Middle School Methods Writing
ESE 300 - Reading/ Writing in the Content Area**
ESE 350 - 5-12 Methods: Literature and Reading**
Student Teaching—five weeks
Social Studies (5-8th grade)
POL 121 - American Government and Politics
HIS 120 - America to 1848
or HIS 121 - 19th-Century United States
or HIS 122 - 20th-Century United States
ECO 113 - Principles of Microeconomics
HIS 103 - The Modern World
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or HIS 104 - The Modern Non Western World
or PSY 105 - Principles of Psychology
or SOC 121 - Introduction to Sociology
or ANT 141 - Introduction to Cultural Anthropology
ESE 220 - Introduction to Human Geography
ESE 300 - Reading/Writing in the Content Area**
ESE 311 - Middle School Methods: Social Studies**
Student Teaching—five weeks
Mathematics (5-8th grade)
MAT 114 - Precalculus (or MPG 4)
MAT 145 - Calculus I
MAT 163 - Introductory Statistics
or MAT 248 Biostatistics
MAT 252 - Exploring Geometry
MAT 271 - Discrete Mathematical Structures
MAT 287 - History of Mathematics
ESE 300 - Reading/Writing in the Content Area**
ESE 331 - Middle School Methods: Mathematics**
Student Teaching—five weeks
General Science (5-8th grade)
BIO 102 - The Biological World
BIO 121 - Human Biology
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
PHY 116 - Introduction to Physics
SCI 106 - Introductory Meteorology
Geology - (take elsewhere—see Education Department for suggestions)
ESE 300 - Reading/Writing in the Content Area**
ESE 341 - Middle School Methods: Natural Science**
Student Teaching—five weeks
Preprimary Teaching (age 3-5)
(Currently not accepting admissions.)
PSY 250 - Child Development
SOC 231 - Family Systems: Cross Cultural Perspectives (Day)
or SPE 490 Parent and Professional Planning (WEC)
ECE 345/545 - Foundations of Preprimary Education (fall)**
ECE 346/546 - Learning Environments for Preprimary-aged Children (spring)**
ECE 347/547 - Immersion and Teaching Competence (summer)**
ECE 488, 489 - Student Teaching: Preprimary (7 weeks in preprimary or kindergarten, 7 weeks in a grade 1-6)
Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses
are required for licensure as well as 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), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
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Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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K-12 English as a Second Language
The K-12 English as a Second Language (ESL) undergraduate major is available as an initial license as well as an
endorsement to an existing license. This license qualifies teachers to work with K-12 students for whom English is a
second language across a range of subject areas. A prerequisite to program admissions is two years of high school level
or one year of college level language instruction.
The K-12 ESL program is offered in a hybrid format with a mix of face-to-face and online instruction throughout the
semester. Program courses are offered in a weekday evening* framework during the academic year and summer
semester to make them accessible to working adults.
Major and Licensure Requirements
Required Non-major Courses:
HPE 115 - Chemical Dependency Education
ENL 111 - Effective Writing
Modern language pre-requisites (2 years high school or 1 year college language)
Required Education Courses for ESL:
EDC 200 - Orientation to Education in an Urban Setting**
EDC 210 - Diversity in the School or EDC 110 - Teaching in a Diverse World (Freshman only)
and EDC 211 - Minnesota American Indians
or EDC 206 - Diversity/Minnesota American Indians
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting*
EDC 410 - Learners with Special Needs**
ESE 325 - Creating Learning Environments **
EED 325 - K-6 Methods: Literacy
EED 326 - Elementary Reading K-6 Field Experience**
ESL Major Courses
ESL 310 - Second Language Acquisition
ESL 320 - Introduction to Linguistics
ESL 330 - History and Structure of the English Language
ESL 340 - ESL Literacy**
ESL 410 - ESL Testing and Evaluation
ESL 420 - ESL Methods **
ESL 490 - Language, Culture, and Schools (Keystone requirement)
ESL 481, 483 - Student Teaching: Elementary
ESL 485, 487 - Student Teaching: Secondary
ESL 489 - Teacher Performance Assessment and Student Teaching Seminar
Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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Secondary Education
It is the responsibility of each student to meet all specific requirements of the Education Department and the subject
area major. Secondary and K-12 licensure students are expected to have advisors in both their subject area major and in
the Education Department. K-12 licensure is available in art, music, health and physical education. A 5-12 secondary
licensure program is available in communication arts/literature, mathematics, and social studies. A 9-12 secondary
licensure program is available in life science, chemistry, and physics with an additional general science endorsement for
grades 5-8.
Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg
College Education Department licensure program. These requirements are: bachelor’s degree, academic major in an
approved teaching area, and completion of an approved licensure program.
Consult with your subject matter advisor for Graduation Skills requirements in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W).
Major and Licensure Requirements
Non-Departmental Requirements
ENL 111 - Effective Writing
HPE 115 - Chemical Dependency Education
Program Requirements
Foundations Block I
EDC 200 - Orientation to Education in an Urban Setting**
EDC 211 - Minnesota American Indians and EDC 210 - Diversity in the School (EDC 110 Teaching in a Diverse World
(Freshman only)
or EDC 206 - Diversity/Minnesota American Indians
EDC 220 - Educational Technology
Foundations Block II
EDC 310 - Learning and Development in an Educational Setting**
Courses from this point and on require admission to the Education Department.
Methods Block I
ESE 300 - Reading/Writing in the Content Area**
ESE 325 - Creating Learning Environments**
Methods Block II
ESE 3XX - K-12 or 5-12 Methods in Content Area**
Capstone Block
EDC 410 - Learners with Special Needs**
EDC 490 - School and Society
Student Teaching Block
ESE 481, 483, 485 - Student Teaching: Secondary
ESE 489 - Teacher Performance Assessment and Student Teaching Seminar
A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P (pass) in student teaching are
required for licensure. All required major, non-departmental requirements, and education program courses must have a
grade of 2.0 or better.
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Art, Music, and Physical Education Licensure (K-12)
Students preparing for licensure in one of these areas follow the Secondary Education program even though they may
plan to teach at the elementary school level. A person with a major in one of these special areas will take three to four
courses in student teaching and do some student teaching at both the secondary and elementary levels. Note:
Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements
for the 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 the AU* evening program. Licensure is obtained through a
combination of graduate and undergraduate credits. Contact the Education Department or the Undergraduate and
Graduate Admissions Offices for information.
For a complete list of courses and descriptions, see the Course Description Search.
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Special Education: Academic Behavioral Strategist
The special education ABS major is available only through the AU* program. This major is ideally suited to people who
are currently working in schools with K-12 special education students. Students must complete field service
requirements in K-12 special education and general education mainstreamed settings as part of course and program
requirements; field service requirements are during the regular school times and calendar year.
A graduate-level licensure option is available through AU*. Licensure is obtained through a combination of graduate and
undergraduate credits.
Special Education Coordinator: Susan O’Connor
Major and Licensure Requirements
Special Education Major
Non-departmental core courses - These requirements should be taken during freshman/sophomore year; many of these
courses will also fulfill liberal arts requirements:
ENL 111 - Effective Writing
HPE 115 - Chemical Dependency Education
MAT 137 - Mathematics for Elementary Teachers I (MPG 3 prerequisite)
Required Education Courses for ABS:
EDC 200 - Orientation to Education in an Urban Setting**
EDC 211 - Minnesota American Indians and EDC 210 - Diversity in the School (or EDC 110 Teaching in a Diverse World
Freshman only)
or EDC 206 - Diversity/Minnesota American Indians
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting**
EED 225 - Foundations of Literacy
(Students must be admitted to Education Department to take courses beyond this point)
EED 325 - K-6 Methods: Literacy
EED 326 - Elementary Reading K-6 Field Experience**
EED 336 - Advanced Literacy Methods**
EED 350 - K-6 Methods: Mathematics**
EED 360 - K-6 Methods: Science**
EDC 410 - Learners with Special Needs**
EDC 330 - Building the Public Good: Public Achievement and Organizing I
EDC 331 - Practicum in Public Achievement I
EDC 332 - Building the Public Good: Public Achievement and Organizing II
EDC 333 - Practicum in Public Achievement II
SPE 410 - Implementing Assessment Strategies
SPE 411 - Etiology and Theory of Mild to Moderate Disabilities
SPE 415 - Theory to Practice
SPE 425 - Transition and Community
SPE 430 - Instructional and Behavioral Practices
SPE 490 - Parent and Professional Planning
SPE 481, 483 - Student Teaching: Elementary
SPE 485, 487 - Student Teaching: Secondary
SPE 489 - Teacher Performance Assessment and Student Teaching Seminar
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Graduation Skills
Graduation Skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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**
PSY 105 - Principles of Psychology
SOC 231 - Family Systems: A Cross-Cultural Perspective
Choose one from the following:
PSY 250 - Child Development
PSY 252 - Adolescent and Young Adult Development
PSY 253 - Aging and Adulthood
Choose one from the following:
PSY 357 - Behavior Analysis
PSY 359 - Assessment
SOC 265 - Race, Class and Gender
SWK 301 - History and Analysis of Social Policy
Interested students should contact the director of Special Education at the outset of coursework
For a complete list of courses and descriptions, see the Course Description Search.
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Engineering
Augsburg 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 College of Science
and Engineering, Minneapolis, or Michigan Technological University, Houghton, Michigan. Because of the special
requirements and opportunities of these programs, early consultation with the Augsburg Engineering advisor is
necessary. Applications for these programs require the recommendation of the Augsburg Engineering advisor.
Contact Ben Stottrup, Physics Department, stottrup@augsburg.edu 612-330-1035.
University of Minnesota
The College of Science and Engineering and Augsburg cooperative arrangement provides for two dual degree
engineering programs:
Bachelor of Arts/Bachelor of Engineering (BA/BE)
This program 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
College of Science and Engineering.
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 College of Science and Engineering may be completed during the second semester of the junior year at Augsburg.
Bachelor of Arts/Master of Engineering (BA/ME)
This program 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
College of Science and Engineering.
The curriculum is the same as the BA/BE 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 BA/ME 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 College of Science and Engineering staff regarding courses that should be taken during the
senior year at Augsburg. Participants in the BA/ME program are not guaranteed admission to the College of Science and
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 advisor 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 advisor.
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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 I
CHM 116 - General Chemistry II
CSC 170 - Introduction to 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 369 - 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.
For a complete list of courses and descriptions, see the Course Description Search.
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English
Through the study of English we witness life’s complexity, experience life as others do, and thus better understand the
world in which we live and work. Literature helps us contemplate the pains and joys of human existence and allows us to
frame human events within diverse world views. Those who study English typically believe that an intense concern for
words, ideas, and images helps people understand who they are and who they can become. At the same time, the
English Department’s emphasis on writing helps our students to clarify and share their thoughts.
English relates closely to other majors. Like the other arts, English is concerned with the pleasure that comes from
artistic creation and with the contemplation of works of art. Like psychology and sociology, English is concerned with
individual and group behavior. Like philosophy, English is interested in ideas and in the relation between meaning and
language. Like science, English is interested in discovering order and determining structures. Like speech and
communication, English studies the effective use of language. Like history and the other social sciences and humanities,
English studies the way people have acted and thought at different times and in various cultures.
Augsburg’s English Department integrates its programs with cultural opportunities available in this vital urban area.
Plays, films, and readings are available near the campus, often within walking distance. English majors also have
opportunities to use and refine their skills by working in internships on and off campus, tutoring English Language
Learner (ELL) students, or tutoring in the Writing Lab.
Students who complete 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
Dallas Liddle (Chair), John Schmit, Stephan Clark, Robert Cowgill, Cass Dalglish, Douglas Green, Colin Irvine, Kathryn
Swanson, Mzenga Wanyama, Cary Waterman
Degree and Major Requirements
Choosing a Concentration
Students majoring in English have the opportunity to choose one of three concentrations: literature, language, and
theory; creative writing; and secondary licensure in communication arts/literature.
While some of our courses explicitly address theoretical approaches to literature, especially those that examine race,
class, and gender, all of our courses infuse these concerns in their engagement with primary works of fiction, poetry,
creative nonfiction, film, and drama. All literature classes involve students in multiple forms of 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.
English Major with a Literature, Language, and Theory Concentration
The Literature, Language, and Theory concentration provides students various approaches to the study of the written
word and visual text. Spotlight courses focus on specific authors, genres, or themes, and enable the discovery of new
literary experiences. Courses in African American, Native American, Asian American, and postcolonial 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. The Literature, Language, and
Theory concentration offers courses of study cross-listed with American Indian Studies, Art, Communication Studies,
Film, Theater Arts, and Gender, Sexuality, and Women’s Studies.
This concentration requires nine courses above ENL 111, or HON 111, or ENL 112 including:
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ENL 220 - Intermediate Expository Writing
or ENL 221 - Intermediate Expository Writing About the Arts
At least two 200-level literature courses as prerequisites for upper division courses in English. No more than two 200level literature courses may count for the major.
At least five 300-level courses, with one each in British literature, American literature, and world literature.
At least one 400-level course. Any 300-level course serves as a prerequisite for the 400-level.
Minor in Literature, Language, and Theory
Five courses above ENL 111, or HON 111, or ENL 112 are required, including:
ENL 220 - Intermediate Expository Writing
or ENL 221 - Intermediate Expository Writing About the Arts
Four literature, language, and theory courses, three of which must be upper division courses.
English Major with a Creative Writing Concentration
The English Creative Writing concentration helps students develop professional writing skills by focusing their efforts in
the creative modes: poetry, fiction, creative nonfiction, playwriting, and screenwriting. Over the course of the major,
students master terminology; engage the field’s aesthetic and ethical issues; and read and study the works of
established writers. The creative writing concentration expands competencies in observation, research, and analysis that
enable writers to gather and interpret material from a variety of sources and perspectives for their work; it attends
particularly to the artistic aspects of the writer’s craft, such as form, affect, and revision. English majors in Creative
Writing engage the interdisciplinary demands inherent in literary endeavors, including issues of design, and enhance
their appreciation of the aesthetic possibilities inherent in the writing life.
Creative Writing courses are taught by dedicated professors, who are themselves practicing writers. The writing
concentration offers courses of study cross-listed with Art, Communication Studies, and Theater Arts.
To complete this concentration students must take 10 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.
ENL 220 - Intermediate Expository Writing
or ENL 221 - Intermediate Expository Writing About the Arts
ENL 226 - Introduction to Creative Writing
ENL 320, 321 - Fiction One, Fiction Two
or ENL 322, 323 - Poetry One, Poetry Two
ENL 420 - Advanced Studies in Writing (Keystone)
ART 215 - Web Design I
or ART 225 - Graphic Design I
One elective from:
ENL 227 - Journalism
ENL 228 - Broadcast and Online Journalism
ENL/FLM 229 - Screenwriting
ENL 320 - Fiction One
ENL 322 - Poetry One
ENL 324 - Creative Non-Fiction
ENL/THR 325 - Playwriting I
ENL 396 - Internship in Teaching Writing
ENL 397/399 - Internship
An approved ACTC creative writing course
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Minors in Writing
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.
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 427, one design course, and three upper division media writing courses.
Communication Arts/Literature Teacher Licensure Major
The Communication Arts/Literature Teacher Licensure concentration is for students who seek to be licensed to teach
communication arts/literature in Minnesota. Students are encouraged to take courses toward their major during the
first and sophomore years and to apply for the education licensure program no later than the spring of their junior year.
Students in both programs must work with advisors 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.
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
One upper division ENL British literature course
One upper division ENL American literature course
One additional ENL literature, language, or theory course chosen from ENL360, 361, 362, 367, 368, 371, 385, 394, 410,
and 430
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 111 - Public Speaking
COM 254 - Interpersonal Communication
COM 351 – Argumentation
One of COM 120, COM 243, or POL 342
Special Methods (two courses):
ESE 350 - 5-12 Methods: Literature and Reading
ESE 351 - 5-12 Methods: Speaking and Listening
Additional ESE and EDC courses are required for licensure. See the Education Department section for a listing of
secondary education licensure requirements. In addition to consulting your designated ENL advisor, contact an
Education Department advisor for information about education courses.
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Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
The Quantitative Reasoning (QR) graduation skill is met by completing the following courses:
Concentrations in English Literature, Language, and Theory and in Creative Writing:
QR/QFA: GST 200, MAT 163, or PHY 119;
or
QF: one of CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138, MAT 145, MAT 146, MAT 163, MAT
173, or PHY 116; and completion of QA: ENL 327
Communication Arts/Literature Teacher Licensure:
QR:--QF: one of CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138, MAT 145, MAT 146, MAT 163,
MAT 173, or PHY 116; and completion of:
QA: Please see department for QA requirement.
Departmental Honors
GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by early October in senior year for
department approval. Submit and defend paper before faculty committee. Honors project may receive independent
study credit (refer to departmental guidelines).
Transfer Students
Note: Transfer undergraduate English majors must take at least three of their English courses at Augsburg. Transfer
students who minor in English must take at least two of their English courses at Augsburg.
Transfer English education students with a BA in English from another college must take at least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken before the department can
recommend a student for student teaching.
The English Placement Test
A writing sample is required of students to determine their placement in an appropriate writing class. Students having
completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop
competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing
paragraphs and sentences—are required to enroll in 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 P, 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.
Service Courses
The department offers these service courses for students as required by a placement test.
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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.
Spotlight Courses
Offered alternating terms. Content for each will vary by term—check online course descriptions.
Upper Level Courses
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. Unless otherwise
indicated, students must take ENL 220 or 221 (see writing courses), or one 200-level literature, language, or theory
course, or gain consent of the instructor as a prerequisite.
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.
Writing Courses
Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course.
For a complete list of courses and descriptions, see the Course Description Search.
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Environmental Studies
Environmental Studies is the interdisciplinary investigation of human relations with the natural world. 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, communications 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 BA 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
disciplinary insights to current urban environmental challenges. Drawing on their experiences in settings as diverse as
the Cedar-Riverside neighborhood, the upper Mississippi River Valley, and Mexico, graduates of the program pursue
vocations in nonprofit organizations, government policy and planning positions, law and graduate school, education,
ministry, and corporate settings.
Environmental Studies Faculty
Christina Erickson (Social Work, Director), Matthew Beckman (Biology), Ralph Butkowski (Biology), Kristen Chamberlain
(Communication Studies), Lars Christiansen (Sociology), Z. Vivian Feng (Chemistry), Nancy Fischer (Sociology), Keith
Gilsdorf (Economics), David Hanson (Chemistry), Ann Impullitti (Biology), Colin Irvine (English), Joan Kunz (Chemistry),
Michael Lansing (History), Emily Gaenzle Schilling (Biology/Environmental Studies), Joseph Underhill (Political Science),
John Zobitz (Mathematics).
Degree and Major Requirements
Environmental Studies Major
Standard Track Requirements:
Core courses:
ENV 100 - Environmental Connections
ENV 120 - Environmental Science
SWK 210 - Environmental Justice and Social Change
POL 241 - Environmental and River Politics
or ENV 310 - Environmental Politics Field Seminar
or POL 325 - Politics and Public Policy
or POL/WST 341 - Globalization, Social Struggle and the Environment (CGE)
or SOC 381 - City and Regional Planning
COM 260 - Environmental Communication
or REL/WST 313 - Environmental Theology and Ethics (CGE)
HIS 316 - US Urban Environmental History
ECO 365 - Environmental Economics
ENV Internship (ENV 396, 397, 398, or 399)
ENV 490 - Environmental Studies Independent Project (Keystone)
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or ENV 492 - The City and Environment Keystone
Biology requirements:
BIO 151 - Introductory Biology
BIO 152 - Ecology, Evolution and Diversity
BIO 481 - Ecology
Chemistry requirements:
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
HECUA Track Requirements:
ENV 100 - Environmental Connections
SWK 210 - Environmental Justice and Social Change
COM 260 - Environmental Communication
or REL/WST 313 - Environmental Theology and Ethics (CGE)
HIS 316 - US Urban Environmental History
INS 345, INS 346, INS 399 - (HECUA Environmental Sustainability Semester, four courses: Adaptive Ecosystem
Management; Social Dimensions of Environmental Change, Field/Research Methods and Investigation, Internship and
Integration Seminar)
ENV 490 - Environmental Studies Independent Project (Keystone)
or ENV 492 - The City and Environment Keystone
Biology requirements:
BIO 151 - Introductory Biology
BIO 152 - Ecology, Evolution, and Diversity
BIO 481 - Ecology
Chemistry requirements:
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
Environmental Studies Minor
Five courses:
ENV 100 - Environmental Connections
ENV 120 - Environmental Science
Complete three courses from at least two of the four divisions:
Humanities
COM 260 - Environmental Communication
ENL 270 - Themes
HIS 316 - US Urban Environmental History
REL/WST 313 - Environmental Theology and Ethics (CGE)
Social Sciences
ECO 365 - Environmental Economics
ENV 310 - Environmental Politics Field Seminar
POL 241 - Environmental and River Politics
POL 325 - Politics and Public Policy
POL/WST 341 - Globalization, Social Struggle and the Environment (CGE)
SOC 380 - Disaster and Resilience
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Professional Studies
SWK 210 - Environmental Justice and Social Change
Natural Sciences
BIO 152 - Evolution, Ecology, and Diversity
BIO 481 - Ecology
CHM 115 - General Chemistry I
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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Gender, Sexuality, and Women’s Studies
The Gender, Sexuality, and Women’s Studies program provides students with the opportunity to 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, St. Catherine University, and the University of St. Thomas.
Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not
only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences.
The Gender, Sexuality, and Women’s Studies program offers both a major and a minor, and provides students with
academic preparation for careers in human services, education, and social work as well as graduate study.
Faculty
Adriane Brown (director), Kristin M. Anderson, Janelle Bussert, Kristin Chamberlain, Sarah Combellick-Bidney, Cass
Dalglish, Ankita Deka, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Doug Green, Milda Hedblom,
Sophia Jacobsen, Michael Lansing, Barbara Lehmann, Lynne Lorenzen, Mary Lowe, Ann Lutterman-Aguilar, M. Elise
Marubbio, Kathleen McBride, Sarah Myers, Norma Noonan, Pary Pezechkian-Weinberg, Timothy Pippert, Beverly J.
Stratton, Kathryn Swanson, James Vela-McConnell, Mzenga Wanyama
Degree and Major Requirements
Major
Ten courses that must include:
WST 201 – Introduction to Gender, Sexuality, and Women’s Studies
WST 315 or another mid-level course in feminist theory selected from an approved list
WST 485 - Senior Seminar
WST 199/399 - Internship*
*WEC majors may take WST 499 (Independent Study) with a practical application in lieu of WST 199/399; interested
students should speak with the WST director.
The remaining six electives are to be selected from approved Gender, Sexuality, and Women’s Studies courses, and
should include one course with a racial, ethnic, or global emphasis and one course with a sexuality emphasis. At least
three of the six electives must be upper division courses. Students may take courses at any of the colleges participating
in the Gender, Sexuality, and Women’s Studies program. However, at least three courses must be completed at
Augsburg.
Each student’s program must have the written approval of the Gender, Sexuality, and Women’s Studies program
coordinator.
Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs
offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for Gender, Sexuality,
and Women’s Studies credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and
Migration and Globalization: Engaging Our Communities (offered spring semester).
Graduation Skills
The Speaking (S), Writing (W), and Critical Thinking (CT) graduation skills are embedded at all levels and are met by
completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200 or MAT 163.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Minors and Concentrations
Students majoring in Gender, Sexuality, and Women’s Studies can pursue a concentration in Sexuality and/or Global
Women’s and Gender Studies. A concentration will be noted on the transcript at the point of graduation, not a minor.
Gender, Sexuality, and Women’s Studies Minor
Five courses that must include WST 201; WST 315; and three electives, one of which must be upper division. Courses
may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written approval
of the Gender, Sexuality, and Women’s Studies Program Coordinator.
Sexuality Studies Minor or Concentration
The 20-credit minor/concentration in Sexuality Studies offers students the opportunity to explore the history, social
construction, and physiology of sexuality and to examine the cultural meanings of gender, sexual orientation, and sexual
practice on a global level. Students are required to take three core courses plus two electives (one of which must be
upper division), as follows:
Core Courses in Sexuality Studies:
WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
SOC 266 - Sociology of Sexualities
WST 305 - Introduction to Queer Studies
Elective Courses in Sexuality Studies:
WST 250 - Global Perspectives on Gender and Sexuality
WST 315 - Margins as Center: Feminist Theory
HPE 316 - Human Sexuality
WST 281/481 - Topics
Global Women’s and Gender Studies Minor or Concentration
The 20-credit minor/concentration in Global Women’s and Gender Studies offers students the opportunity to focus on
women’s roles, experiences, and worldviews in a global context. Students are required to take three core courses plus
two electives (one of which must be upper division), as follows:
Core Courses in Global Women’s and Gender Studies:
POL 359 - Topics: Women in Comparative Politics
WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
WST 315 – Marg
ins as Center: Feminist Theory
Elective Courses in Global Women’s and Gender Studies:
WST 250 - Global Perspectives on Gender and Sexuality
WST 281/481 - Topics
WST 313 - Environmental Theology and Ethics (CGE)
WST 341 - Globalization, Social Struggles and the Environment (CGE)
WST 357 - Mexican History, Culture and Cosmovision (CGE)
WST 362 - Walking the Truth: Culture, Gender and Millennium Development Goals in Sub Saharan Africa
WST 366 - Latin American Liberation Theologies (CGE)
AIS 208/408 - Native American Women and Film
AIS 233 - Women: A Cross-Cultural Perspective
AIS 305 - Indigenous Issues of Central America
AIS 320 - American Indian Women
ENL 365 - Contemporary Post Colonial Fiction
HIS 195 - Topics in History: Promoting Justice and Seeking Equality - Globalization and Women’s Grassroots Movements
in Latin America
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Students are strongly encouraged to study abroad or to take at least one travel seminar.
Transfer Students
Students who transfer to Augsburg College and wish to complete a major or minor in Gender, Sexuality, and Women’s
Studies are urged to consult with the director of Gender, Sexuality, and Women’s Studies immediately upon transfer.
The Gender, Sexuality, and Women’s Studies program has an articulation agreement with Century College and with
Inver Hills Community College that governs students from these institutions with a Women’s Studies certificate who
transfer to Augsburg. Transfers from other colleges and universities must consult with the director of Gender, Sexuality,
and Women’s Studies for approval of courses for the major or minor.
For a complete list of courses and descriptions, see the Course Description Search.
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Health, Physical Education, and Exercise Science
All students at Augsburg College will interact at some point during their college experience with the Department of
Health, Physical Education, and Exercise Science. Goals of the department are to provide quality experiences,
preparation for the professions, and an education that leads to lifelong participation in physical activity. Recreational
participants as well as student athletes will find ample opportunity for developmental activities.
The Physical Education program prepares students for careers in physical education endeavors in 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, wellness, and allied
professions. This program offers a comprehensive view that examines prevention and promotion needs for individuals,
schools, and the community.
The Exercise Science program prepares students with practical application of the knowledge needed to become a health
fitness or community health professional. Interested students will also be prepared to move on to graduate or
professional school in allied health fitness professions such as physical therapy, occupational therapy, athletic training,
and chiropractic studies.
Health, Physical Education and Exercise Science Faculty
Eileen Kaese Uzarek (Chair), Jane Becker, Chris Brown, Anthony Clapp, Adrian Dunn, Carol Enke, Aaron Griess, Melissa
Lee, Mike Navarre, Kassondra Nordmeyer, Ana Ribeiro, Eric Rolland, Patrice Salmeri, Missy Strauch
Degree and Major Requirements
Health Education Major
HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 215 - Health and Exercise Psychology
HPE 316 - Human Sexuality
HPE 320 - School Health Curriculum
HPE 357 - Measurement in Health, Physical Education and Exercise Science
HPE 358 - Assessment in Health and Physical Education
HPE 390 - Instructional Methods and Materials in Health Education
HPE 410 - Administration and Supervision of the School Health Program
HPE 450 - Current Health Issues
BIO 103 - Human Anatomy and Physiology
PSY 250 - Child Development
or PSY 252 - Adolescent and Young Adult Development
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Health Education Minor
HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health
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HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 316 - Human Sexuality
HPE 320 - School Health Curriculum
HPE 390 - Instructional Methods and Materials in Health Education
HPE 450 - Current Health Issues
BIO 103 - Human Anatomy and Physiology
(The Minnesota Board of Teaching does not license minors in teaching.)
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after
the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department
to identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty
advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option.
All students seeking teaching licensure must receive a minimum grade of 2.0 in all required courses with an HPE prefix.
Physical Education Major:
HPE 104 - Components of Fitness Training
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 220 - Motor Learning and Development
HPE 254 - Introduction to Developmental/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 357 - Measurement in Health, Physical Education, and Exercise Science
HPE 358 - Assessment in Health and Physical Education
HPE 473 - Physical Education Curriculum
BIO 103 - Human Anatomy and Physiology
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physical Education Minor
HPE 104 - Components of Fitness Training
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 324 - K-6 PE Games and Activities
HPE 334 - 7-12 Sport Skills and Activities
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HPE 351 - Physiology of Exercise
(The Minnesota Board of Teaching does not license minors in teaching.)
Coaching Certification
The Minnesota Board of Teaching does not require coaching certification. The following courses are recommended for
those interested in coaching in Minnesota public schools:
HPE 114 - Safety Education
HPE 275 - Prevention and Care of Athletic Injuries
HPE 280 - Coaching Theory
The Minnesota State High School League (MSHSL) requires all head varsity coaches of interscholastic sports to complete
a coaching effectiveness program offered through the MSHSL.
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after
the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department
to identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty
advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option.
All students seeking teaching licensure must receive a minimum grade of 2.0 in all required courses with an HPE prefix.
Exercise Science Major, BA
HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 215 - Health and Exercise Psychology
HPE 275 - Prevention and Care of Athletic Injuries
HPE 300 - Nutrition for Exercise Science
HPE 304 - Advanced Fitness Training
HPE 305 - Stress Management
HPE 315 - Exercise Testing and Prescription
HPE 350 - Kinesiology
HPE 351 - Physiology of Exercise
HPE 357 - Measurement in Health, Physical Education, and Exercise Science
HPE 397/399 - Internship in Exercise Science
HPE 450 - Current Health Issues
HPE 490 - Exercise Science Seminar and Keystone
BIO 103 - Human Anatomy and Physiology
Exercise Science Major, BS
Pre-Health Science Track:
This major is available for those wishing to satisfy the prerequisites for graduate school in exercise science allied
professions such as physical therapy, occupational therapy, athletic training, and chiropractic.
HPE 104 - Components of Fitness
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
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HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 215 - Exercise and Health Psychology
HPE 275 - Prevention and Care of Athletic Injuries
HLTH 345 - Nutrition for Health (St. Thomas)
HPE 304 - Advanced Fitness Training
HPE 305 - Stress Management
HPE 315 - Exercise Testing and Prescription
HPE 350 - Kinesiology
HPE 351 - Physiology of Exercise
HPE 357 - Measurement in Health, Physical Education, and Exercise Science
HPE 397/399 - Internship
HPE 450 - Current Health Issues
HPE 490 - Exercise Science Seminar and Keystone
Supporting courses:
BIO 151 - Introductory Biology
BIO 152 - Evolution, Ecology and Diversity
BIO 253 - Introductory Cellular Biology
BIO 353 - Comparative Vertebrate Anatomy
BIO 473 - Animal Physiology
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
EXSS 3650 - Methods for Fitness Professionals (St. Catherine)
EXSS 4300 - Advanced Biomechanics (St. Catherine)
FSNU 3250 - Sports Nutrition (St. Catherine)
MAT 114 - Precalculus
INDI 2220 - Medical Terminology (St. Catherine)
INDI 4900 - Intro to Physical Therapy (St. Catherine)
HPE 220 - Motor Learning and Development
PHYS 1080 - Physics for Health Science I (St. Catherine)
PHYS 1090 - Physics for Health Science II (St. Catherine)
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 262 - Abnormal Psychology
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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History
History is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The
distinguished medievalist J.R. Strayer expressed it this way: “No community can survive and no institution can function
without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that
we are ruled by the collective memory of the past. It is the memory of common experiences 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
Michael J. Lansing (Chair), Phillip C. Adamo, Jacqueline deVries, William Green, Maheen Zaman
Degree and Major Requirements
History Major
Nine courses, including HIS 280 and HIS 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 medieval, modern Europe,
United States, and non-Western.
History Area Courses
Ancient and Medieval: HIS101, 102, 360, 361, 369, 370, 374, 378, or HUM120
Modern Europe: HIS102, 103, 282, 348, 352, or 354
United States: HIS120, 121, 122, 225, 234, 236, 241, 242, 243, 249/349, 300, 316, 331, 332, 335, 336, 338, or 343
Non-Western: HIS104, 140/440, 150/350, 155/355, 162/462, 323, 327, 346, 357, or 474
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. Speaking (S) and Writing (W) skills are also developed throughout the major, but are given special emphasis in
the following courses (both required for majors):
S: HIS 480
W: HIS 280 and HIS 480
The Quantitative Reasoning (QR) graduation skill may be fulfilled by taking HIS 369, GST 200, MAT 145, MAT 146,
MAT163, or PHI 230.
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.
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Departmental Honors
GPA of 3.6 in the major and 3.0 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 four
credits) to be defended before a faculty committee.
Other Requirements
First-year students should enroll in one or more 100-level courses. 200-level courses are normally reserved for
sophomore or upper division students. Upper division courses are numbered 300 and above.
Prerequisites
Satisfactory completion of a lower division course (100- or 200-level) is normally required before enrolling in an upper
division course (300- and 400-level). See instructor for permission to waive prerequisites.
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.
For a complete list of courses and descriptions, see the Course Description Search.
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Honors Program – HON
Introduction
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 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 attending music, theater, and art performances. Honors courses
bring in professors from several different departments so students can learn from talented professors teaching their
specialties.
For information, contact the Honors Desk at honors@augsburg.edu (612-330-1560) or Phil Adamo, Honors Program
director, at honors@augsburg.edu.
Honors Program Recognition
Students who complete 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 Admission 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 GPA 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 at www.augsburg/honors.edu.
Students applying for the Honors Program also automatically apply for the College’s highest academic scholarships: the
President’s, Honors Regents’, International President’s, and Hanwick/Agre Scholarships.
Qualifying Advanced Placement, International Baccalaureate, College in the Schools, and Postsecondary Option courses
may satisfy Honors Program requirements, and/or be granted College credit. Contact Academic Advising or the Honors
program 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 for HON
130, may substitute ENL 111 for HON 111, and may be excused from taking HON 120.
Scholars 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 (listed below), maintain an overall GPA of 3.3 or higher, and take 16 credits
of Honors courses. Scholars Program participants do not need to complete the research requirement or the GFA
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requirement. Scholars Program participants are not required to take HON340: Junior Colloquium, but may if they so
choose.
Honors Program Requirements
Honors students have several options for completing each general education requirement. Student may complete the
established courses, or they may use several unconventional options. These options are detailed in subsequent sections.
In general, Honors students entering in the first semester must complete the following requirements:
First Year: HON 005; HON 120; HON 100; HON 130; HON 111 or 219 or other 200 level writing course
Past First Year: HON 005; HON 220; HON 230; HON 240; HON 250; HON 340; HON 490; research requirement,
residency requirement
Outside Honors Program: modern language requirement; physical education requirement
Notes:
**All Honors students should take HON 260 in the second year unless they have an irreconcilable scheduling conflict or
have a clear and defined plan for meeting the research requirement. If the latter, students should take HON 470.
**All Honors students must complete the GFA (Grants, Fellowships, and Awards) Requirement- details are available at
the Honors Moodle site, the Honors public folder or from the Honor Desk (honors@augsburg.edu).
**Students with and English transfer credit must take the writing entrance exam to place out of HON 111.
**All students must take HON 130 unless there is an irreconcilable schedule conflict within their major. Ex: pre-med and
music therapy.
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.
The Pike Stewards House coordinates public relations, job placement, and fundraising opportunities for all Honors
students. Pike House also organizes events for alumni and fundraising.
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.
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Student Leadership Opportunities
Students elected to leadership within their Honors House may serve as house presidents or serve in other program
leadership positions. The house presidents sit on the Honors Student Presidents Council and make critical decisions
about program courses and resources.
Student-Created Learning Experiences (SCLE)
Honors students may learn through established courses or through student-created 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, or simply be an elective course.
Student-created learning experiences may take almost 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 are not permitted to join Augsburg Honors Review.
HON 100 – Religion, Vocation, and the Search for Meaning I
HON 120 - Scholar Citizen (includes theater lab, satisfies speech skill and critical thinking skill requirements)
First Year: Spring
HON 130 - Liberating Letters (humanities LAF and speaking skill)
HON 111 - Effective Writing for Liberating Letters (satisfies effective writing requirement)
Second Year: Fall
Students write and research as staff writers in HON 260: Augsburg Honors Review (0.0 credit, pass/no credit)
HON 220 - Scholar Scientist (satisfies non-lab natural sciences and mathematics LAF and quantitative reasoning skill
requirements)
HON 200 – Religion, Vocation, and the Search for Meaning II
Second Year: Spring
HON 260 - Augsburg Honors Review (0.0 credit, P/N grading) - Students write and research as staff writers
HON 240 - Science, Technology, and Citizenship (satisfies natural sciences and mathematics lab LAF)
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Third Year: Fall
Students eligible to become editors and managers in HON 260: Augsburg Honors Review
HON 250 - Social Scientist (satisfies social and behavioral sciences LAF)
HON 200 – Religion, Vocation, and the Search for Meaning II
HON 340 - Junior Colloquium (taught by the President or Dean of the College; 0.0 credit, P/N grading)
Third Year: Spring
Students eligible to become editors and managers in HON 260: Augsburg Honors Review
HON 230 - Arts and the City (satisfies fine arts LAF)
HON 340 - Junior Colloquium (continues from fall semester; 0.0 credit, pass/no credit)
Fourth Year: Fall
Students may join HON 260 - Augsburg Honors Review and HON 460 - Honors Disputation League in their fourth
year
HON 490 - Honors Senior Seminar (offered fall and spring)
Fourth Year: Spring
HON 490 - Honors Senior Seminar (offered fall and spring)
Research Requirement
At some point before graduating, students must satisfy the Honors Research Requirement as detailed in the Research
Requirement document available in the Honors Suite or online. In addition, students must register for at least two
semesters of the following to document the research experience on their transcript:
HON 260 - Augsburg Honors Review
HON 470 - Student/Faculty Research Collaboration
Summary Notes:
The Honors recommended sequence satisfy all general education requirements except: foreign language and
physical education. Students may fulfill these through non-Honors courses or through Honors SCLE curricular
alternatives).
Residency: all Honors students must complete seven 4.0-credit courses, or 28.0 credits total, in the Augsburg Honors
Program to meet the Honors residency requirement for graduation.
Students past first year may take courses out of the recommended sequence without permission.
Students with college level transfer work may waive some HON courses as long as they fulfill the Honors program
residency requirement. HON 120, 120L, 340, 490 and the research requirement may not be waived.
All Honors students must complete the GFA (Grants, Fellowships, and Awards) Requirement- details are available at
the Honors Moodle site, the Honors public folder or from the Honor Desk (honors@augsburg.edu).
Students with and English transfer credit must take the writing entrance exam to place out of HON 111.
All students must take HON 130 unless there is an irreconcilable schedule conflict within their major. Ex: pre-med
and music therapy.
For a complete list of courses and descriptions, see the Course Description Search.
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Interdisciplinary Studies
Interdisciplinary 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
Gender, Sexuality, and Women’s Studies (ACTC)
International Relations
Urban Studies
Information about these majors and their requirements can be found in their respective departmental pages. Other
interdisciplinary course offerings are listed under International Programs.
Leadership Studies Minor
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.
Coordinator: Alan Tuchtenhagen, Master of Arts in Leadership Program Director
Four required courses:
BUS 242 - Principles of Management
SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations
COM 345 - Organizational Communication
POL 371 - Topics: Becoming a Leader
Two required electives from the following list. (No more than one per department)
BUS 340 - Human Resource Management
BUS 440 - Strategic Management
HIS 122 - 20th-Century United States
PSY 373 - Industrial/Organizational Psychology
COM 321 - Business and Professional Speaking
COM 355 - Small Group Communication
Peace and Global Studies Minor
See International Relations’ departmental page.
For a complete list of courses and descriptions, see the Course Description Search.
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International Relations
International Relations is an interdisciplinary major which provides students with the basis for informed global
citizenship, preparing them for graduate study or careers in foreign service, nonprofit organizations, or international
business. 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 offerings at Augsburg and other colleges. Students are encouraged to
consider foreign study opportunities; most of our majors do study abroad at some point during their time at Augsburg.
Competency in one foreign language is required, and some students study two languages. All majors complete a
significant senior research project and thesis on a topic of their own choosing, such as immigration, conflict resolution,
economic development, or climate change.
The goal of the program is to give students a broad exposure to international studies with considerable freedom to
choose options for specialization. Students often combine this major with a second major in History, Political Science,
International Business, or a foreign language. Numerous combinations of majors and minors are possible with the
international relations major.
Director: Joseph Underhill
Degree and Major Requirements
International Relations Major
Required core courses:
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 – Introduction to Political Science
or POL 160 - World Politics
POL 490 - International Relations Keystone
or KEY 480 - Topics in Global Interdependence
Four terms (or equivalent) of college work in a modern language other than English
One of the following lower division electives:
ANT 141 - Introduction to Cultural Anthropology
INS 225 - Introduction to Islam
POL 241 - Environmental and River Politics
SWK 230 - Global Peace and Social Development
WST 250 - Global Perspectives on Gender and Sexuality
or one additional upper division course from the list of required electives listed below.
Two of the following:
HIS 332 - History of United States Foreign Relations
POL 368 - Model United Nations
POL 459 - Topics: Comparative Politics
POL 461 - Topics: International Politics
Five of the following (not more than three from any one discipline may be counted toward the major):
BUS 362 - International Business
BUS 465 - International Management
COM 329 - Intercultural Communication
ECO 360 - International Economics
ECO 365 - Environmental Economics
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ECO 370 - International Economic Development
ENV 310 - Environmental Politics Field Seminar
FIN 460 - International Finance
FRE 332 - French Civilization Today
GER 332 - German Civilization and Culture II
HIS 323 - Modern China
HIS 346 - Namibia and South Africa: A Historical Perspective
HIS 352 - The Holocaust in German History
HIS 354 - Modern Britain and Ireland
HIS 440 - Topics in World History
HIS 474 - World and the West
MKT 466 - International Marketing
POL 350 - Topics: European Politics
POL 459 - Topics: Comparative Politics
POL 483 - Political Statistics and Methodology
REL 356 - World Religions
SPA 331 - Spanish Civilization and Culture
SPA 332 - Latin American Civilization and Culture
Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the
approval of the program director, as well as a fourth term or higher of college work in a second foreign language.
Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot
be credited toward the 13 required courses. Students should confer with the program director about regional and
disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the
major disciplines in the program.
Graduation Skills
The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and are met
by completing the major. The graduation skill in Speaking (S) is met by completing ECO 365
The graduation skill in Quantitative Reasoning (QR) may be met by completing the IR elective POL 483 or MAT 163.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
International Relations Major with International Business Concentration
Required core courses of the International Relations major, three of the following courses:
BUS 362 - International Business
BUS 465 - International Management
FIN 460 - International Finance
MKT 466 - International Marketing
One of the following:
ECO 360 - International Economics
ECO 365 - Environmental Economics
ECO 370 - International Economic Development
One elective from the list of International Relations major electives, excluding other Business, Economics, and Marketing
courses.
Note: Several of the Business courses have prerequisites. Please consult the catalog and your academic advisor before
registering for one of the advanced courses.
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Departmental Honors
GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must enroll in
an independent study (POL 499) course and complete an honors thesis no later than April 1 of the senior year and must
defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by
the end of their junior year.
International Relations Minor
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 - Introduction to Political Science
or POL 160 - World Politics
HIS 332 - History of United States Foreign Relations
or POL 461 - Topics: International Politics
One year of modern language
Three courses from the list of required electives for the major
Not more than two courses from any department can count toward the minor.
Peace and Global Studies Minor
The Peace and Global Studies minor focuses on the centrality of justice, tolerance, and intercultural understanding in
moving toward a less violent world; it takes advantage of the campus resources of the Peace Prize Forum (co-hosted
each year by Augsburg College), the Center for Global Education, and the international diversity of our surrounding
neighborhoods. The minor is structured as a learning community that involves students, faculty, staff, and community
members; it focuses on experiential learning that emphasizes the interconnections between peace, justice, and
environmental sustainability. Students in the program draw on study abroad in taking local actions to address global
issues.
The minor consists of two required courses, two upper division electives, a senior keystone seminar, a study abroad
requirement, and participation in local peace-related activities. See International Relations program director for full
program description.
POL 160 - World Politics
SWK 230 - Global Peace and Social Development
Two upper division electives from:
ECO 365 - Environmental Economics
ECO 495 - Topics
ENL 365 - Contemporary Post-Colonial Fiction
HIS 332 - History of United States Foreign Relations
HIS 346 - Namibia and South Africa: A Historical Perspective
HIS 350 - Latin American History
INS 312 - The Politics of Development in Southern Africa
POL/WST 341 - Globalization, Social Struggles and the Environment
POL 353 - Political and Social Change in Namibia
REL 313 - Environmental Theology and Ethics
REL 346 - The Church and Social Change in Southern Africa
REL 366 - Latin American Liberation Theologies
SOC 240 - Protest and Social Change: The Sociology of Social Movements
Other topics or study abroad courses with approval of program director
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For a complete list of courses and descriptions, see the Course Description Search.
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Languages and Cross-Cultural Studies
The Department of Languages and Cross-Cultural Studies at Augsburg 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, and Spanish, as
well as an interdisciplinary major in Cross-Cultural Studies. Introductory courses in Latin, Norwegian, Ojibwe, Farsi, and
American Sign Language are offered at Augsburg, and courses in Ancient Greek, Arabic, Chinese, Japanese, and
Portuguese are available to Augsburg students through Augsburg’s four partner-institutions in the Associated Colleges of
the Twin Cities (ACTC) consortium.
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in
second-language education and translation, but also represents a valuable special qualification in many other
professions. Students anticipating careers in international business, law, social work, the diplomatic corps, the health
professions, or the ministry may wish to take a second major or minor in languages. In addition, a minor in languages is a
valuable research tool for those intending to pursue graduate study in most academic disciplines.
Languages and Cross-Cultural Studies Faculty
Michael Kidd (Chair), Sarah Degner-Riveros, Randy Gresczyk, Diane McDonagh, Pary Pezechkian-Weinberg, Kate
Reinhardt, Joseph Towle, John Van Cleve
Degree and Major Requirements
Language Major
CCS 100 - Introduction to Cultural Studies
9 courses above 211 including:
One course in literature
KEY 480 - Topics in Global Interdependence
A semester of study abroad (15 weeks) is required
Students are expected to take as many courses in the target language as possible. Other than CCS 100 and KEY 480, any
course taught in English must be approved by the advisor for credit toward the major.
Cross-Cultural Studies Major
The Cross-Cultural Studies major consists of three core courses, a language requirement, a study-abroad requirement,
and three electives, as specified below.
Core courses:
CCS 100 - Introduction to Cultural Studies
CCS 399 - Internship
KEY 480 - Topics in Global Interdependence
Language requirement:
Minor in French, German, or Spanish or completion of the 212 level in two different languages. Placement waivers of the
core skill in languages do not fulfill any part of the language requirement for the Cross-Cultural Studies major. Heritage
speakers must earn credit by examination for 212, if following the two-language path, or complete the coursework for a
minor in available languages (consult Academic Advising for testing in less commonly taught languages).
Study-abroad requirement (consult Augsburg Abroad for offerings):
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One semester (15 weeks) on an approved study abroad program or two short-term international study experiences
approved by the department
Electives:
Three upper-division courses in related areas. Courses must be chosen in consultation with the student’s academic
advisor and must include comparative study of a non-English speaking culture. Seminars, independent study, topics
courses, and courses at other colleges and universities can be considered here. No more than two courses may be
counted from a single department.
Graduation Skills
For all majors, the Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by
completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing CCS 100 and KEY 480.
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: GST 200, HIS 369, MAT 145,
MAT 146, MAT 163, NUR 410, PHI 230, PHY 119, POL 483, or the QR from a second major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Language Minor
Four courses above 211
Students are expected to take all courses in the target language. Any course taught in English must be approved by the
advisor for credit toward the minor.
Departmental Honors
Majors seeking graduation with departmental honors must apply to the chair of the department in their junior year.
Requirements include a 3.50 GPA both in the major and overall, and an honors thesis written in the target language.
Prerequisite
Any prerequisite must be completed with a minimum grade of 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.
Study Abroad
A semester of study abroad (15 weeks) is required for Language majors, and some study abroad is strongly
recommended for minors. See advisor for guidelines on portfolio documentation of coursework taken abroad. Majors in
Cross-Cultural Studies must complete a semester abroad (15 weeks) or two short-term international study experiences
approved by the department.
Internships
An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199) that links language
skills with community service and career exploration may be arranged pending faculty availability.
For a complete list of courses and descriptions, see the Course Description Search.
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Mathematics
Mathematics 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 nonprofit 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 (through the BA degree) or
choose a more focused program of courses (through the BS degree). BS focus areas include theoretical mathematics,
statistics, teaching mathematics, and the application of mathematics to science and engineering, actuarial science,
computing, business, or economics. Augsburg’s urban location allows students to gain experience working with
mathematics through internships, service learning, and the colloquium course. Augsburg students can also choose to
complete a major in Actuarial Science at University of St. Thomas, offered through ACTC.
Mathematics Faculty
John Zobitz (Chair), Pavel Bělík, Suzanne Dorée, Richard Flint, Matthew Haines, Jody Sorensen
Degree and Major Requirements
Mathematics Major, BA
Nine courses including:
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 271 - Discrete Mathematical Structures
MAT 491 - Mathematics Colloquium (to be taken during junior and senior years)
A “theoretical structures” course from:
MAT 304 - Graph Theory
MAT 314 - Abstract Algebra
MAT 324 - Analysis
Other courses approved by the department.
Three additional electives chosen from MAT courses numbered above 250, at least two of which are numbered above
300. Note that PHY 327 counts as a 300 level MAT course.
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.
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Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), 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 together with the major, COM 111, COM 115, student teaching, another speaking skill course
approved by the department, or completion of another major that includes the speaking skill. Students transferring in
mathematics course(s) must consult their faculty advisor about potential additional skills courses needed.
Mathematics Major, BS
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 491 - Mathematics Colloquium (to be taken during junior and senior years)
Four electives chosen from MAT courses numbered above 250, at least three of which are numbered above 300. Note
that PHY 327 counts as a 300 level MAT course.
Three additional electives chosen from MAT courses numbered above 250, or the following list of supporting courses (or
substitutes with departmental approval); BIO 355, BIO 473, BIO 481, MIS 379, CHM 353, CHM 362, CHM 368, CSC 160
(recommended), CSC 170, CSC 210, CSC 320, CSC 385, CSC 457, ECO 112 or ECO 113 (cannot count both), ECO 318, ECO
416, ECO 490, ESE 330, FIN 331, MAT 163, MAT 248, MAT 173, MKT 352, PHY 121, PHY 122, PSY 215, PSY 315, SOC 362,
SOC 363. (Not more than one of MAT 163, MAT 248, MIS 379, PSY 215, SOC 362 may count).
These seven electives must include a(n):
“Theoretical Structures” course: MAT 304, MAT 314, MAT 324, or other courses approved by the department.
“Applied Project” course: MAT 355, MAT 369, MAT 374, MAT 377, or other courses approved by the department.
“Statistical Perspectives’’ course: MAT 373, MAT 163, MAT 248, MAT 394, MIS 379, PSY 215, SOC 362, or other
courses approved by the department.
At least five of the seven electives must be chosen from a focus area approved by the department.
Sample focus areas:
Biological Sciences: one of MAT 163, MAT 248, PSY 215; two of BIO 355, BIO 473, BIO 481; two of MAT 363, MAT
369, MAT 373
Business, Economics, or Actuarial Science: ECO 112 or ECO 113; two of CSC 160, MIS 379, ECO 318, ECO 416, ECO
490, FIN 331, MAT 163, MAT 248, MAT 173, MKT 352; MAT 373; MAT 374 or MAT 377. (Only one of MIS 379, MAT
163 and MAT 248 may count).
Computational Mathematics: CSC 170; CSC 210; one of CSC 320, CSC 385, CSC 457; two of MAT 304, MAT 355, MAT
363, MAT 377.
Physical Sciences: two of PHY 121, PHY 122, CHM 353, CHM 362, CHM 368; two of MAT 324, PHY 327, MAT 355,
MAT 369; a fifth course from this list.
Statistics: One of MAT 163, MIS 379, PSY 215, SOC 362; MAT 324; MAT 373; MAT 374 or MAT 394; one of ECO 490,
MKT 352, PSY 315, SOC 363, or another applied statistics course approved by the department.
Teaching Mathematics: ESE 330; MAT 252; MAT 287; MAT 314; MAT 324
Theoretical Mathematics: MAT 314; MAT 324; at least three of MAT 252, MAT 287, MAT 304, MAT 363, MAT 373, or
regularly offered courses at other ACTC colleges in Complex Variables, Topology, Measure Theory/Real Analysis II,
Abstract Algebra II, Combinatorics.
In addition, an experiential component in the focus area is required, such as an internship, volunteer or paid work
experience, undergraduate research project, student teaching in mathematics, or other experiences approved by the
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department. Such experiences may also fulfill the Augsburg Experience requirement if approved. For an undergraduate
research project, the work may build upon a course-based project, but significant work beyond the course is expected.
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.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), 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 together with the major, COM 111, COM 115, student teaching, another speaking skill course
approved by the department, or completion of another major that includes the speaking skill. Students transferring in
mathematics course(s) must consult their MAT advisor about potential additional skills courses needed.
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 BS major, but the electives must include:
ESE 330 5-12 - Methods: Mathematics
MAT 252 - Exploring Geometry
MAT 287 - History of Mathematics
MAT 314 - Abstract Algebra
MAT 324 - Analysis
an “Applied Project” course
One of the following:
MAT 163 - Introductory Statistics
MAT 248 - Biostatistics
MAT 373 - Probability and Statistics I
At the time of publication, the mathematics requirements for a concentration in mathematics to teach in grades 5-8
under elementary education licensure are:
MAT 114 - Precalculus (or MPG 4)
MAT 145 - Calculus I
One of the following:
MAT 163 - Introductory Statistics
MAT 248 - Biostatistics
or MAT 373 - Probability and Statistics I
MAT 252 - Exploring Geometry
MAT 271 - Discrete Mathematical Structures
MAT 287 - History of Mathematics
ESE 331 - Middle School Methods: Mathematics
Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a
Mathematics faculty advisor before enrolling in the 200 level MAT courses.
Departmental Honors in Mathematics
To be considered for departmental honors, a student must be involved with Mathematics beyond the classroom, have a
GPA of at least 3.50 in MAT courses numbered above 200, have an overall GPA of at least 3.0, complete a project with
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significant mathematical content (usually beginning before senior year), and obtain the approval of the Mathematics
Department. The project may build upon a course-based project, but significant work beyond the course is expected.
The project results must be presented in a public forum. A proposal to complete departmental honors in mathematics
should be submitted to the Mathematics Department chair at least one year prior to graduation. Specific requirements
are available from the department.
Pi Mu Epsilon
Membership in the Augsburg chapter of this national mathematics honor society is by invitation. To be considered,
students must have a declared Mathematics major, junior or senior status, and a GPA of 3.00 in their major and overall.
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. Note that PHY 327 counts as a
300 level MAT course.
Alternatively students may complete a minor by taking the six courses:
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 163 - Introductory Statistics
or MAT 248 - Biostatistics
MAT 252 - Exploring Geometry
MAT 271 - Discrete Mathematical Structures
MAT 287 - History of Mathematics
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.
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.
For a complete list of courses and descriptions, see the Course Description Search.
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Medieval Studies
The objective of Medieval Studies is to introduce students to the culture of the Middle Ages—its diverse history and
beliefs, its arts and literature—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
Michael Kidd (Languages and Cross-Cultural Studies, Program Director), Phillip C. Adamo (History), Kristin M. Anderson
(Art), Mark L. Fuehrer (Philosophy), Douglas E. Green (English), Beliza Torres (Theater Arts), Merilee Klemp (Music),
Philip A. Quanbeck II (Religion), Martha E. Stortz (Religion), Mark D. Tranvik (Religion), Hans Wiersma (Religion), Maheen
Zaman (History)
Degree and Major Requirements
Major
Eleven courses, including:
Six core requirements:
HUM 120 - Medieval Life in 12th-Century Europe
LAT 101 - Beginning Latin I
LAT 102 - Beginning Latin II
HIS 369 - The Early and High Middle Ages
HIS 370 - The Late Middle Ages to 1648
HUM 490 - Keystone: Medieval Studies Project
One of the following literature courses:
ENL 330 - Shakespeare
ENL 332 - British Literature: Renaissance and Reformation
ENL 360 - The Classical Tradition
ENL 361 - The Medieval World
SPA 352 - Survey of Spanish Literature I
One of the following religion or philosophy courses:
HIS 378 - Medieval Church
PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
REL 362 - Martin Luther and the Reformation
One 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 - Theater History and Criticism I
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Two electives from the following courses:
HIS 374 - Medieval Crusades
HIS 440 - Topics in World History: Monks and Heretics
POL 380 - Western Political Thought
SPA 331 - Spanish Civilization and Culture
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. HIS 369 meets 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.
Language Requirement
Students must take one year of college-level Latin as part of the major.
In addition, students must take one year of a college-level, modern language in which medieval scholarship is published
(e.g. Spanish, French, German, Norwegian, Arabic; NOT American Sign Language). This second language will fulfill the
Modern Language Core Skills requirement.
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.
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).
For a complete list of courses and descriptions, see the Course Description Search.
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Music
The Music Department at Augsburg College offers professional music training in the context of a liberal arts curriculum
through three degrees and five music majors. It also offers a variety of music courses and ensemble experiences that are
available to non-music majors, and 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).
Faculty
Full-time
Jill Dawe, Douglas Diamond, Susan Druck, Dain Estes, Annie Heiderscheit, Peter Hendrickson, Roberta Kagin, Merilee
Klemp, Bruce McWilliams, Sonja Thompson
Part-time Faculty
Trudi Anderson, Matt Barber, Carol Barnett, Lynn Erickson, Janet Gottschall Fried, Jennifer Gerth, Nancy Grundahl, Mary
Horozaniecki, Joan Hutton, Jim Jacobson, Mark Kausch, Kathy Kienzle, Steve Lund, David Mantini, Kameron Markworth,
K. Christian McGuire, Laurie Merz, Vladan Milenkovic, Barbara Nordstrom-Loeb, Rick Penning, O. Nicholas Raths,
Shannon Sadler, Mark Sedio, Robert Stacke, Andrea Stern, Matthew Wilson
Fine Arts Coordinator
Cathy Knutson
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
Offers students with an undergraduate degree the preparation necessary to meet the AMTA requirements for becoming
a Board Certified Music Therapist.
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Music Minors
Music
Music Business
Degree and Major Requirements
Students intending to pursue a Music major in any of the three Music degree programs must declare their major,
perform a sophomore/transfer Music major jury qualifying jury, and complete the Music Department degree application
by the end of their fourth semester of study. More detail is included in the Music Department Student Handbook posted
on the Music Students site on Moodle.
Because of the heavy curricular demands inherent in any single Music Department degree program, students are
strongly encouraged to avoid declaring double majors entirely within the department, i.e. attempting two music degree
programs simultaneously. In those rare cases where such a scenario seems both warranted and feasible, students are
required to petition the department for acceptance of their proposed degree plan prior to formally declaring their
double majors.
Music Core:
MUS 101 - Materials of Music I
MUS 111 - Aural Skills I
MUS 102 - Materials of Music II
MUS 112 - Aural Skills II
MUS 201 - Materials of Music III
MUS 211 - Aural Skills III
MUS 202 - Form and Analysis
MUS 212 - Aural Skills IV
MUS 231 - History and Literature of Music I
MUS 232 - History and Literature of Music II
MUS 331 - Music of the Baroque Era
or MUS 332 - Music of the Classical Era
or MUS 333 - Music of the Romantic Era
or MUS 334 - Music of the 20th Century
MUS 458 or 459 - Senior Recital
One to four semester(s) Performance Study on the major instrument in accordance with degree requirement
Four to eight semesters Large Ensemble/Chamber Music in accordance with degree requirement
Large Ensemble Options:
MUE 111 - Augsburg Choir
MUE 112 - Riverside Singers
MUE 114 - Masterworks Chorale
MUE 115 - Cedar Singers
MUE 121 - Augsburg Symphony Orchestra
MUE 141 - Augsburg Concert Band
Chamber Music Options:
MUE 113 - Vocal Chamber Music
MUE 122 - String Chamber Music
MUE 125 - Guitar Chamber Music
MUE 131 - Woodwind Chamber Music
MUE 142 - Brass Chamber Music
MUE 144 - Percussion Chamber Music
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MUE 145 - Piano Chamber Music
Additional Requirements (refer to the Music Department Student Handbook for detail)
Pass a piano proficiency test
Pass a sophomore/transfer music major qualifying jury
Complete the Music Department degree application
Pass 3 music repertoire tests
Graduation Skills
Bachelor of Arts in Music, Bachelor of Music Education, Bachelor of Music Performance:
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the
following courses:
S: MUS 341
QR fulfilled with QFA: PHY 119, GST 200, MAT 145, MAT 146, or MAT 163
Bachelor of Science in Music Therapy
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the
following courses:
S: MUS 363
QR fulfilled with QF: PSY 215 or SOC 362 (choose one) and QA: MUS 372
Bachelor of Arts in Music with Music Business Concentration
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the
following courses:
QR fulfilled with QFA: One of GST 200, MAT 145, MAT 146, MAT163, or PHY119
Transfer Students
Transfer Students and Graduation Skills: Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these skills.
Music Major, BA
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 advisor: Douglas Diamond
Music Core, Additional Requirements and the following:
MUS 341 - Basic Conducting(S)
MUS 458 - Senior Recital
Eight credits of MUS electives
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in major instrument/voice)
MUP 3xx - Performance Studies (four semesters of 2 credit lessons in the major instrument/voice)
Large Ensemble - eight semesters on the major instrument or voice from:
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Chamber Music - two semesters of chamber music/small ensemble courses on the major instrument/voice
Music Major with Music Business Concentration, BA
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 with business emphasis).
Augsburg College full-time students may elect to take one course each semester at McNally Smith College of Music
providing that they meet all McNally Smith College of Music requirements. A list of approved electives from MSCM for
the music business major is available in the Augsburg music office. McNally Smith courses cannot be used as a substitute
for any required Augsburg course specifically listed within a degree program. This program is open to sophomores
through seniors. There is no additional fee for this program.
Faculty advisor: Dain Estes
Music Core, Additional Requirements and the following:
ACC 221 - Introduction to Financial Accounting
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
BUS 242 - Principles of Management
or BUS 254 - Entrepreneurship
or BUS 200 - Exploring Business as a Vocation
MUS 162 – Entrepreneurship for Creative Businesses
MUS 205 – Legal Issues in Music, Entertainment, and the Arts
MUS 335 – Music Business
MUS 336 - Arts Management and Concert Promotion
MUS 408 – Current and Future Issues in the Music Industry
MUS 399 - Internship
or BUS 399 – Internship
MUS 458 - Senior Recital
MUP 1xx - Performance Studies - four semesters of 1 credit lessons in major instrument/voice
MUP 3xx - Performance Studies - four semesters of 2 credit lessons in the major instrument/voice
Large Ensemble - eight semesters on the major instrument or voice
Chamber Music - two semesters of chamber music/small ensemble courses on the major instrument/voice
Business Administration with Specialization in Music Business, BA
See Business Administration for requirements.
Music Education Major, Bachelor of Music
A fully accredited program (National Council for Accreditation of Teacher Education and Minnesota Board of Teaching),
the Music Education major offers students the preparation necessary to become music teachers in public schools. This
coursework and preparation includes certification to teach at the elementary through secondary levels, with either a
vocal/general or instrumental/general emphasis. In addition to applying to the Music Department, Bachelor of Music
Education major candidates must apply to the Minnesota Department of Education for acceptance to the Music
Education licensure program which 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 advisor: Bruce McWilliams
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Music Core, Additional Requirements and the following:
MUS 311 - Composition I
MUS 341 - Basic Conducting
MUS 358 - Junior Recital
MUS 459 - Senior Recital
HPE 115 - Chemical Dependency Education
EDC 200 - Orientation to Education in an Urban Setting
EDC 210 - Diversity in the School or EDC 110 - Teaching in a Diverse World (Freshman only)
and EDC 211 - Minnesota American Indians
or EDC 206 - Diversity/Minnesota American Indians
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting
ESE 300 - Reading/Writing in the Content Area
ESE 325 - Creating Learning Environments
ESE 370 - K-12 Methods: Music
EDC 410 - Learners with Special Needs
EDC 490 - School and Society
EED 481, 483 - Student Teaching: Elementary K-6
ESE 485, 487 - Student Teaching: Secondary
MUS 355 - Music Methods: Strings
MUS 356 - Music Methods: Brass and Percussion
MUS 357 - Music Methods: Woodwinds
MUS 359 - Music Methods: Vocal
Choose one of the following areas of emphasis:
Vocal Emphasis:
MUS 251 - English Diction
MUS 252 - Italian Diction
MUS 253 - German Diction
MUS 254 - French Diction
MUS 342 - Choral Conducting
MUS/THR 235 - Skills of Music Theater
Instrumental Emphasis:
MUS 344 - Instrumental Conducting
Music elective or approved courses
Performance Studies and Ensembles:
Students should choose the following courses in accordance with their area of emphasis*.
MUP 1xx - Performance Studies (two semesters of 1 credit lessons in the major instrument/voice)
MUP 1xx - Performance Studies (two semesters of 2 credit lessons in the major instrument/voice)
MUP 3xx - Performance Studies (four semesters of 2 credit lessons in the major instrument/voice)
Large Ensemble - eight semesters on the major instrument or voice
Chamber Music - two semesters of chamber music/small ensemble courses on the major
*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.
Music Performance Major, Bachelor of Music
This major is a focused classical training program designed to develop the skills, artistic voice, and performing ability of
the individual musician. This degree best prepares students who are interested in graduate school, professional
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performance opportunities, or private studio teaching. Acceptance to the program requires a half-hour formal audition
and interview (see the Music Department Student Handbook).
Faculty advisor: Jill Dawe
Requirements:
Music Core, Additional Requirements and the following:
MUP 1xx - Performance Studies (two semesters of 1 credit lessons in the major instrument/voice)
MUP 1xx - Performance Studies (two semesters of 2 credit lessons in the major instrument/voice)
MUP 3xx - Performance Studies (four semesters of 2 credit lessons in the major instrument/voice)
MUS 358 - Junior Recital
MUS 459 - Senior Recital
Large Ensemble - eight semesters on the major instrument or voice*
Chamber Music - four semesters of chamber music/small ensemble courses on the major instrument/voice
*For guitarists, harpists and pianists: either eight semesters of large ensemble or four semesters of large ensemble and
four additional semesters of chamber music or other assignment in consultation with advisor.
Voice Majors:
MUS 251 - English Diction
MUS 252 - Italian Diction
MUS 253 - German Diction
MUS 254 - French Diction
MUS 435 - Voice Repertoire
MUS 359 - Music Methods: Vocal
*MUS Elective (2 credits)
*Voice students are strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUE 294 or 494 - Opera
Workshop.
Keyboard Majors:
MUS 436 - Piano Repertoire
MUS 456 - Piano Pedagogy
MUS Elective (2 credits)
Instrumentalists:
MUS 356 - Music Methods: Brass/Percussion
or MUS 357 - Music Methods: Woodwinds
or MUS 355 - Music Methods: Strings
MUS Elective (4 credits)
Additional requirements:
BM performance major candidates must pass an extended performance audition and interview that is scheduled after
completion of the sophomore/transfer music major qualifying jury.
Music Therapy Major, BS
Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination.
The BS in Music Therapy is a four-and-one-half-year degree program, which includes a six month full-time internship in a
clinical facility approved by the American Music Therapy Association (AMTA). This course of study is chosen by students
who wish to become professional music therapists. A minimum grade of 2.5 in all music therapy courses is required.
Faculty Advisor: Roberta Kagin
Requirements:
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Music Core, Additional Requirements and the following:
MUS 271 - Introduction to Music Therapy
MUS 274 - Music Therapy Practicum
MUS 275 - Music Therapy Practicum
MUS 340 - Music Therapy Techniques and Materials I
MUS 345 - Music Therapy Techniques and Materials II
MUS 363 - Expressive and Creative Arts in Healing(S)
MUS 372 - Psychological Foundation of Music I
MUS 373 - Psychological Foundation of Music II
MUS 374 - Music Therapy Practicum
MUS 375 - Music Therapy Practicum
MUS 458 - Senior Recital
MUS 474 - Music Therapy Practicum
MUS 475 - Music Therapy Practicum
MUS 480 - Music Therapy Senior Seminar
MUS 481 - Music Therapy Clinical Internship
BIO 103 - Human Anatomy and Physiology
EDC 410 - The Learner with Special Needs
PSY 105 - Principles of Psychology
PSY 262 - Abnormal Psychology
SOC 362 - Statistical Analysis
or PSY 215 - Research Methods and Statistics I
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in major instrument/voice)
MUP 3xx - Performance Studies (four semesters of 2 credit lessons in the major instrument/voice)
Large Ensemble - eight semesters on the major instrument or voice*
Chamber Music - two semesters of chamber music/small ensemble courses on the major instrument/voice
Pass guitar proficiency test
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. Acceptance to the degree program requires the following:
Pass the sophomore/transfer music major jury and Music Department degree application
Pass guitar proficiency
Music Minor
Faculty Advisor: Merilee Klemp
Requirements:
MUS 101 - Materials of Music I
MUS 102 - Materials of Music II
MUS 111 - Aural Skills I
MUS 112 - Aural Skills II
MUS 341 - Basic Conducting
MUS 231 - History and Literature of Music I
or MUS 232 - History and Literature of Music II
One additional course (2 credits or above) in music history or conducting
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Other music courses may be approved by departmental petition
MUP 1xx - Performance Studies (four semesters of 1 credit performance studies in the major instrument/voice)
Large Ensemble - four semesters in a large Augsburg ensemble
Additional requirements:
Pass one music repertoire test
Submit a Music Department application for minor by spring semester, sophomore year
Music Business Minor
The Music Business minor is a course of study designed both for the Music major desiring additional preparation in
business and for the non-music major interested in pursuing a career in the music industry. With the Music Business
minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that
address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program
between the Music and Business departments.
Faculty Advisor: Dain Estes
Requirements:
ACC 221 - Introduction to Financial Accounting
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
MUS 162 – Entrepreneurship for Creative Businesses
MUS 205 – Legal Issues in Music, Entertainment, and the Arts
MUS 335 - Music Business
MUS 408 – Current and Future Issues in the Music Industry
MUS/BUS 399 - Internship (approved for the music business minor)
One of the following:
MUS 336 - Arts Management and Concert Promotion
BUS 301 - Business Law
BUS 254 - Entrepreneurship
Departmental Honors
Senior Music majors with a cumulative GPA of 3.5 or higher in Music courses may apply for Music departmental honors
by completing extended original work in their area of interest. Such work could include, but is not limited to, one of the
following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a
program, presenting a research paper, or some combination of any of the above.
Consideration for departmental honors requires a clearly written proposal that includes a project title, a transcript, and
a brief music résumé to be submitted to the music faculty by November 1 of the senior year.
Piano Proficiency
All Augsburg Music majors are required to have basic piano skills that meet the standard required by the Piano
Proficiency Test offered at the end of each semester. Students come to Augsburg with a wide variety of prior training
and experience in piano, and therefore can elect to develop their piano skills and prepare for the proficiency test in
several ways. Students with extensive training may be able to simply pass the test; those with some training may
register for private piano lessons; the majority of students are advised to take a piano placement test that determines
their appropriate placement within a sequence of four class piano courses (MUS 135/136/237/238) designed to teach
the skills of the piano proficiency test. To maximize student learning, it is strongly recommended that piano training is
started during the first year, when piano study will complement and strengthen the student’s experience in the music
theory and aural skills curriculum. Consult the Music Student Handbook for piano major and non-piano major
requirements and test dates.
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Music Repertoire Tests
These four tests are intended to encourage students to become lifelong listeners by requiring students to familiarize
themselves with many of the masterpieces of the classical music repertory from the Middle Ages to today. Consult the
Music Student Handbook for the lists of pieces required by all four repertoire tests and the call numbers for the
repertoire test CDs at Lindell Library. Each academic year a specific repertoire test is offered twice: once at the end of
the fall semester, and again at the end of the spring semester. Music majors are required to pass three music repertoire
tests, transfer students must pass two, and Music minors must pass one.
For a complete list of courses and descriptions, see the Course Description Search.
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Natural Science Teaching Licensure
The Natural Science licensure program is designed to combine a strong content focus with early and ongoing teaching
preparation courses that meet Minnesota licensure requirements. Courses are designed to provide a broad background
in science and allow for specialization in an area. The following programs assume that the student will meet the
distribution/general education requirements of the College, the requirements for appropriate majors, required
education courses (see Secondary Education requirements), and, in the physical sciences, have at least one year of
calculus. Early consultation with the Education Department (in your sophomore year) is essential to complete
undergraduate major and licensure requirements on a timely basis.
Content Liaisons
Jennifer Bankers-Fulbright (Biology), Sandra Olmsted (Chemistry), Ben Stottrup (Physics)
Degree and Major Requirements
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Education Department to identify current licensure requirements.
All upper division courses required for the Biology major must be completed before student teaching.
Licensure Requirements
General Science Endorsement (for grades 5-8):
Introductory Geology (taken off campus, offered through ACTC program)
SCI 106 - Introductory Meteorology
BIO 121 - Human Biology
BIO 102 - The Biological World
PHY 116 - Introduction to Physics
or PHY 121, 122 - General Physics I, II
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
Biology Major—BA in Life Sciences (for licensure in biology 9-12)
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. Upper division Biology requirements must be traditionally
graded. A GPA of 2.50 in upper division Biology courses is required for all Natural Science majors.
BIO 151 - Introductory Biology
BIO 152 - Evolution, Ecology, and Diversity
BIO 253 - Introductory Cellular Biology
BIO 255 - Genetics
BIO 361 - Plant Biology
or BIO 481 - Ecology
MAT 114 - Precalculus
or MAT 145 - Calculus I
or MAT 163 - Introductory Statistics
or MAT 248 - Biostatistics
or PSY 215 - Research Methods and Statistics I
CHM 115 - General Chemistry I
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CHM 116 - General Chemistry II
PHY 116 - Introduction to Physics
or PHY 121, 122 - General Physics I, II
BIO 490 - Biology Keystone
or SCI 490 - Integrated Science
or HON 490 - Honors Senior Seminar
or another keystone with departmental approval
Two of the following courses:
PHY 101 - Astronomy
SCI 106 - Introductory Meteorology
An introductory geology course
Three electives from the following:
BIO 351 - Invertebrate Zoology
BIO 353 - Comparative Vertebrate Anatomy
BIO 361 - Plant Biology
BIO 369 - Biochemistry
BIO 471 - Advanced Cellular and Molecular Biology
BIO 473 - Animal Physiology
BIO 474 - Developmental Biology
BIO 475 - Neurobiology
BIO 476 - Microbiology
BIO 481 - Ecology
BIO 486 - Immunology
BIO 495 - Special Topics in Biology
PHY 317 - Biophysics
Chemistry Major (for licensure in chemistry 9-12)
Broad base requirements, plus undergraduate major in chemistry (BA):
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
CHM 351 - Organic Chemistry I
CHM 352 - Organic Chemistry II
CHM 353 - Quantitative Analytical Chemistry
CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics (Physical Chemistry)
CHM 370 - BioOrganic Chemistry (or a Biochemistry course)
CHM 491 - Chemistry Seminar (four semesters)
CHM 499 - Introduction to Chemical Research
SCI 490 - Integrated Science or other approved Keystone
MAT 145 - Calculus I
MAT 146 - Calculus II
PHY 121 - General Physics I
PHY 122 - General Physics II
COM 115 or COM 111 - a public speaking course
One course from:
CHM 464 - Advanced Organic Chemistry
CHM 470 - Principles of Medicinal Chemistry
CHM 482 - Advanced Inorganic Chemistry
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Physics Major (for licensure in physics 9-12)
Broad base requirements, plus undergraduate major in physics:
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 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
SCI 490 - Integrated Science or other approved Keystone
Two additional physics courses above 122; PHY 261 recommended
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
PHY 327 - Special Functions of Mathematical Physics
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
Post-baccalaureate Teaching Licensure
Students who have earned a bachelor’s degree elsewhere and seek Natural Science teaching licensure at Augsburg are
required to complete a minimum of two upper division biology courses at Augsburg with grades of 2.5 or higher.
For a complete list of courses and descriptions, see the Course Description Search.
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Bachelor of Science in Nursing (BSN) Completion
The Augsburg College BSN Completion program is designed exclusively for registered nurses who want to advance their
education, increase their career opportunities, and address changing health needs in a variety of rapidly changing care
settings and communities. No longer do nurses practice only in hospitals, they are moving into communities,
corporations, parishes, schools, rehabilitation centers and long term care facilities, as well as into their own private
practices. Wherever they work, nurses are making a difference in community health and well-being by providing
comprehensive health care for diverse groups of persons across the lifespan.
The BSN program at Augsburg prepares nurses to synthesize knowledge from the liberal arts with the art and science of
nursing. Educational opportunities are provided that challenge students’ interests and engage their creativity as they
increase skills in critical thinking, speaking, writing, ethics, nursing theories, community assessment, leadership,
decision-making and the role of citizen nurse. Classes that combine short-term immersion experiences of study both at
home and abroad are woven into the BSN curriculum. Students are invited to participate in these exciting endeavors as
they are able.
Augsburg’s BSN program 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.
Department of Nursing Faculty
Pauline Abraham, Katherine Baumgartner, Kathleen Clark, Kaija Freborg, Cheryl Leuning, Virginia McCarthy, Kristin
McHale, Joyce Miller (Chair), Pamela Moss, Deborah Schuhmacher
Staff: Sharon Wade, Linden Gawboy
Degree and Major Requirements
Nursing Major, BSN
Seven 4-semester credit hour 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 - Practicum: Community Health Nursing II
NUR 490 - Leadership/Management
A minimum grade of 2.0 in each nursing course and a cumulative major GPA of 2.5 are required. Students also must
complete Augsburg’s residence and general education requirements.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded
throughout the required courses in the Nursing major and are met by completing the major.
Students petitioning to transfer in upper division nursing courses from another institution to meet requirements in the
nursing major at Augsburg must consult an advisor about potential adjustments to their course requirements to fulfill
each of these graduation skills.
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Other Information
The BSN program has been planned so that courses in the nursing major can be completed over 16 months of full-time
study taking two courses per semester. Students can pursue their studies as quickly as 12 months taking three courses
per semester, based on personal choice. Students will be assigned to a nursing faculty adviser to develop a plan of study.
More time may be required to complete the total course of study depending on the number of liberal arts (general
education) courses individual students need to complete the BSN degree and the number of credits each student
transfers to Augsburg College from other colleges or universities. Students in Nursing may take non-nursing courses in
both the Day and Adult Undergraduate programs. Students interested in pursuing the Nursing major should consult with
BSN admissions staff in the Admissions Office for assistance applying.
Admission to the Nursing Major
In addition to meeting admission requirements for Augsburg College, admission to the Nursing major requires the
following:
Completed application
Cumulative GPA of 2.5 or higher in one’s basic nursing program
Unencumbered RN license–applicant must be a registered nurse who is licensed and currently registered to practice
in Minnesota prior to beginning the Nursing major
Evidence of HIPAA training
Up-to-date immunization records
Criminal background check (details provided in application process)
Special conditions:
Students may be provisionally admitted to the Bachelor of Science in Nursing program at Augsburg due to a
cumulative GPA of less than 2.5 in their basic nursing program. Full admission to the program requires students to
achieve a GPA of 3.00 or better in two liberal arts courses at Augsburg before being fully admitted to the BSN
program.
Students may apply to Augsburg College prior to completion of their degree program. However, all BSN program
admission requirements must be met prior to matriculating into the BSN program at Augsburg.
Credit for Previous Nursing Courses
Registered nurses (RNs) transferring into Augsburg College’s BSN completion program will be granted 28 semester
credits in recognition of their previous lower division nursing coursework if the following standards are met:
Prior nursing education in the United States is taken in an associate degree in nursing (ADN) program or a diploma in
nursing program. Both must be state board-approved programs.
Nursing coursework taken outside of the United States is submitted for evaluation to the World Education Services
(WES), an agency approved by Augsburg College to evaluate foreign transcripts. Reports should be sent directly to
Augsburg College. In addition, nursing coursework must be verified for authenticity by the Commission on Graduates
of Foreign Nursing Schools (CGFNS). Applicants must request CGFNS (www.cgfns.org) to forward the educational
credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must
apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX).
Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, and who have
passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all
students.
Students who change their major and transfer out of the BSN completion program will lose the 28 semester credit block
grant and their transfer credit evaluation will be reassessed. The 28 semester credit block grant will be applied toward a
Bachelor of Science degree in Nursing only.
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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.
Courses in the Nursing major are generally offered on weekday evenings with practicum courses (NUR 410 and 411)
requiring additional weekday time. Generally, nursing classes meet on alternate weekday evenings for four-hour time
blocks. Online instruction and activities occur between face-to-face class times. Optional immersion courses and
practicums at home and abroad are scheduled throughout the year. Check with the Department of Nursing for details.
It is recommended to work with an academic advisor for advice on liberal arts courses. Nursing majors can complete
courses toward the bachelor’s degree at the Minneapolis and at the Rochester campuses.
Transfer of Upper Division Nursing Courses
BSN students who are provisionally accepted into the Master of Arts in Nursing program at Augsburg may enroll in up to
three designated MAN courses, which can be used to fulfill elective credits in the BSN program as well as fulfill credits in
the MAN program. Note that these graduate courses may not transfer into another college or university as graduate
courses if they have been used to complete the BSN; Augsburg College, however, accepts the courses as also fulfilling
requirements in the MAN. The three graduate Nursing courses plus the practica include the following:
NUR 500 - Transcultural Health Care (3 semester credits)
NUR 500P - Practicum: Transcultural Health Care (1 semester credit)
NUR 532 - Transcultural Healing and Self Care (3 semester credits)
NUR 532P - Practicum: Transcultural Healing Practices and Self Care (1 semester credit)
NUR 541 - The Politics of Health Care (3 semester credits)
NUR 541P - Practicum: Politics of Health Care (1 semester credit)
(see current class schedule for practicum offerings)
Note: Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to
audit courses.
Departmental Honors
Admission to the honors major requires a GPA of at least 3.60 in the major and 3.30 overall, application to the
department chair by November 1 of the senior year, recommendation by nursing faculty, and an honors thesis to be
presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement.
Latin Honors
To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of 56
traditionally-graded credits at Augsburg and have no more than eight elective pass/no credit 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 in Academic Information.
For a complete list of courses and descriptions, see the Course Description Search.
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Philosophy
Philosophy, in an important sense, is the most fundamental of the disciplines. All sciences and most other disciplines
arose out of it. Moreover, philosophy 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 Philosophy
majors continue on to graduate school in philosophy, while others use the major to prepare for other professional
studies such as law, medicine, religious ministry, or journalism.
Philosophy Faculty
David Apolloni (Chair), Markus Führer, Eric Helleloid, Marit A. Peterson
Degree and Major Requirements
Philosophy Major
Eight courses including:
PHI 230 - Logic
or PHI 385 - Formal Logic and Computation Theory
PHI 241 - History of Philosophy I: Ancient Greek Philosophy
PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy
A 400-level Philosophy course (other than PHI 499)
Two elective courses in Philosophy
Four courses must be upper division
Note: The Philosophy department at present does not offer a keystone PHI 499 course of its own. We recommend that
majors take the keystone course offered in the Religion Department, or (in the case of double majors) in the department
of the other major.
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by taking PHI 230.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Language requirement
The Philosophy Department has no specific language requirement besides the one of the College, but it recommends for
Philosophy majors Greek, Latin, French, or German, at the discretion of the faculty advisor.
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
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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 more information.
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 - History of Philosophy I: Ancient Greek Philosophy
PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy
For a complete list of courses and descriptions, see the Course Description Search.
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Physics
Physicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and
govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of
controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic
particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics
plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as
energy, weather, medical science, and space exploration. A good background in physics (and the associated problem
solving skills obtained therein) will prepare you well for a multitude of careers.
Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological
advances, the department strives to give students not only an understanding of basic concepts, but also insights into
recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It
also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering,
materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the
medical and health-related fields. The department serves the liberal arts by offering courses for non-science students
that enable them to attain a general understanding of a particular area of science. These courses provide the basis for
further study and enable students to follow new developments in science with heightened awareness and
comprehension.
The department supervises the pre-engineering 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.
Faculty
Stuart Anderson, Mark Engebretson, Jeffrey Johnson, Mary Lanzerotti, David Murr, Ben Stottrup (Chair), David Venne
Physics Research Staff: Jennifer Posch
Degree and Major Requirements
Physics Major, BA
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 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
Two elective physics courses above PHY 122
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
PHY 327 - Special Functions of Mathematical Physics
or MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
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Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major.
The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, or MAT 201
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physics Major, BS
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 115 - General Chemistry I
CHM 116 - General Chemistry II
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
PHY 327 - Special Functions of Mathematical Physics
or MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
Graduation Skills
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. Consult your department chair or academic advisor for requirements for meeting the
Quantitative Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is met by completing the following course—COM 115
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physics Major with Concentration in Space Physics, BS
72 credits. It is the same as the BS major, with the addition of PHY 320 - Introduction to Space Science and PHY 420 Plasma Physics, and the omission of the elective Physics course.
Physics Major with Concentration in Biophysics, BS
It is the same as the Physics BS major, with the addition of PHY 317 - Biophysics, one independent project (PHY, CHM,
BIO, or MAT 499), and one elective from the following (in place of one elective above PHY122):
BIO 253 - Introductory Cellular Biology
BIO 355 - Genetics
BIO 369 - Biochemistry
BIO 471 - Advanced Cellular and Molecular Biology
BIO 475 - Neurobiology
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BIO 476 - Microbiology
BIO 486 - Immunology
CHM 353 - Quantitative Analytical Chemistry
CHM 367 - Properties of Polymers
CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy
CHM 464 - Advanced Organic Chemistry
CHM 470 - Principles of Medicinal Chemistry
CHM 481 - Instrumental Analysis
MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
PHY 327 - Special Functions of Mathematical Physics
PHY 430 - Introduction to Solid State Physics
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.
Final project submissions are due to April 1st.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the Physics faculty.
Normally, students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 245 and 369 (or PHY
327) during the sophomore year.
Graduation Skills
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. Consult your department chair or academic advisor for requirements for meeting the
Quantitative Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is met by completing the following course—COM 115
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Physics Minor
Seven courses including:
PHY 121 - General Physics I
PHY 122 - General Physics II
MAT 145 - Calculus I
MAT 146 - Calculus II
Three elective physics courses above PHY 122
Society of Physics Students
The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a
national physics society and of participating in the physics community on a professional basis. Membership in the society
is open to all students interested in physics.
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Sigma Pi Sigma
Membership in the Augsburg chapter of this national physics honor society is open to those students who have
completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of
their class.
For a complete list of courses and descriptions, see the Course Description Search.
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Political Science
Political Science at Augsburg College helps prepare you for many things: political engagement, pursuit of an advanced
degree, a successful career. Political science focuses on the role of power and authority in human affairs, something
relevant to any field you might choose. Understanding power and authority is also necessary for anyone interested in
political and social change.
The major prepares you for many options after graduation, including law school, or graduate work in areas such as
political science, public administration, and public policy. Our majors have gone on to work in government, business,
communications, the non-profit sector, and education, and numerous other fields.
Internships are within easy reach of the campus, because of our location in the heart of the Twin Cities metro area.
Grounded in the diverse and international community around Augsburg, the department directly engages the world and
issues around us.
Numerous study abroad programs are also available, as well as learning opportunities throughout the country. The
Model UN program, which travels annually to New York, is a highlight for many students. Our majors experience an
education which can extend from the classroom to the surrounding community to places around the world.
Our experienced faculty teach in all major areas of political science, and also possess special expertise in campaigns and
elections, immigration and ethnic politics, urban and environmental politics, gender and politics, economic
development, comparative and international politics, mass communications and other information technology, and
American public law. Our broad, balanced, and flexible course offerings, combined with the many special educational
opportunities, enhance your potential for graduate study and a successful career.
Faculty
Andrew Aoki (Chair), Sarah Combellick-Bidney, Milda Hedblom, Elizabeth Klages, Norma Noonan (emerita), Joseph
Underhill
Degree and Major Requirements
A 2.0 minimum grade is required in all courses taken for the major.
Political Science Major
Ten courses:
POL 158 - Introduction to Political Science
POL 483 - Political Statistics and Methodology
POL 484 - Political Analysis
One elective from the following:
POL 121 - American Government and Politics
POL 122 - Metropolitan Complex
POL 160 - World Politics
POL 170 - Law in the United States
At least five other upper division courses in four out of five Political Science areas. A seminar in one of the five areas may
be counted for that area. Only one internship may count for an upper division area.
One other Political Science course in any area, upper or lower division
Political Science Area Courses
This is a list of commonly offered courses that fulfill the upper division area elective requirements. Students may also
satisfy the elective requirements with a variety of courses from study abroad experiences, HECUA, or other programs,
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with the permission of the department. POL495 can be used toward area requirements with advisor approval. The
applicable area will vary based on the topic of the course.
Area 1 – American Government and Politics: POL325, 326, 342, or 421
Area 2 – Comparative Politics and Analysis: POL350, 359, or 459
Area 3 – International Politics: POL368, 461, or 490
Area 4 – Public Law: POL370 or 371
Area 5 – Political Theory and Analysis: POL380 or 381
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of
the following courses: POL 325, POL 326, or POL 380
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Pre-Law Concentration in Political Science
11 required courses including:
POL 121 - American Government and Politics
POL 170 - Law in the United States
POL 483 - Political Statistics and Methodology
POL 484 - Political Analysis
Two of the following three courses:
ENL 220 - Intermediate Expository Writing
or ENL 223 - Writing for Business and the Professions
PHI 230 - Logic
COM 111 - Public Speaking
Electives (five total):
Three courses from the choices below:
POL 350 - Topics: European Politics
POL 370 - Constitutional Law
POL 371 - Topics
POL 380 - Western Political Thought
POL 381 - Topics: Democratic Theory
And two additional upper level courses in Political Science (can come from the list above, or be any other upper level
Political Science course).
Public Policy and Political Change Concentration in Political Science
10 courses plus an internship, including:
ECO 112 - Principles of Macroeconomics
or ECO 113 - Principles of Microeconomics
POL 121 - American Government and Politics
or POL 122 - Metropolitan Complex
POL 325 - Politics and Public Policy
or POL 326 - Political Parties and Behavior
ECO 490 - Research Methods in Econometrics
or POL 483 - Political Statistics and Methodology
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or SOC 362 - Statistical Analysis
POL 484 - Political Analysis
One Course from the Following:
POL 121 - American Government and Politics
POL 122 - Metropolitan Complex
POL 124 - American Women and Politics
POL 158 - Introduction to Political Science
POL 160 - World Politics
POL 170 - Law in the United States
Four Courses from the Following:
POL 241 - Environmental and River Politics
POL 325 - Politics and Public Policy
POL 326 - Political Parties and Behavior
POL 342 - Mass Communication in Society
POL 370 - Constitutional Law
POL 371 - Topics
POL 381 - Topics: Democratic Theory
POL 421 - Topics: American Politics
POL 461 - Topics: International Politics
ECO 312 - Intermediate Macroeconomics
or ECO 313 - Intermediate Microeconomics
SOC 381 - City and Regional Planning
Plus an internship, usually taken as POL 399.
Notes
POL 140 can be substituted for POL 122, with advisor approval.
If both POL 121 and 122 are completed, one can count for section I and one for section II. The same course cannot
fulfill requirements in both sections.
If both POL 325 and 326 are completed, one can count for section I and one for section III. The same course cannot
fulfill requirements in both sections.
Only one economics course (either 312 or 313) can be counted toward the four courses required in Section III.
The internship can be taken for credit or not-for-credit. A student taking an internship not for credit must still have a
Political Science department faculty member supervising the internship, and must fulfill certain academic
requirements, which will be explained by the supervising faculty member.
Substitutions to the courses above can be approved by the department chair. For example, the department
sometimes offers relevant topics courses under numbers not listed above.
Political Science Areas
(I)
(II)
(III)
(IV)
(V)
American Government and Politics
Comparative Politics and Analysis
International Politics
Public Law
Political Theory and Analysis.
Any course listed in more than one area may be counted in only one area toward major or minor requirements.
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Departmental Honors
The honors major in Political Science includes the requirements listed above, plus the following:
The student’s GPA must be 3.50 in Political Science courses and 3.00 overall; the student must take an honors
independent study 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.
For a student to be eligible for departmental honors, all courses in the major must be taken with traditional grading (not
P/N). Exceptions may be made in extraordinary circumstances.
Political Science Minor
Five courses, including:
POL 121 - American Government and Politics
or POL 122 - Metropolitan Complex
or POL 170 - Law in the United States
POL 158 - Introduction to Political Science
And at least three upper-division courses in three out of five political science areas
POL 483 may not usually be used for a minor.
Pre-Law Minor
Four Required Courses:
POL 121 - American Government and Politics
POL 170 - Law in the United States
Two of the following:
ENL 220 - Intermediate Expository Writing
or ENL 223 - Writing for Business and the Professions
PHI 230 - Logic
COM 111 - Public Speaking
Two electives from the following:
POL 350 - Topics: European Politics
POL 370 - Constitutional Law
POL 371 - Topics
POL 380 - Western Political Thought
When necessary, substitutions can be approved by the chair (e.g. if a required course has to be canceled).
Public Policy and Political Change Minor
Core courses:
POL 121 - American Government and Politics
or POL 122 - Metropolitan Complex
POL 325 - Politics and Public Policy
or POL 326 - Political Parties and Behavior
POL 399 - Internship
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Three of the following:
POL 241 - Environmental and River Politics
POL 325 - Politics and Public Policy
POL 326 - Political Parties and Behavior
POL 342 - Mass Communication in Society
POL 381 - Topics in Democratic Theory
POL 421 - Topics in American Politics
POL 461 - Topics in International Politics
ECO 312 - Intermediate Macroeconomics
or ECO 313 - Intermediate Microeconomics
SOC 381 - City and Regional Planning
Notes
POL 140 can be substituted for POL 122, with advisor approval.
If both POL 325 and 326 are completed, one can count for section I and one for section II. The same course cannot
fulfill requirements in both sections.
Only one Economics course (either 312 or 313) can be counted toward the three courses required in Section II.
Teaching Major in Political Science and Economics
Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure
requirements for secondary education.
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 in an Urban Setting (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
In addition, in order to graduate with this major, a student must have been admitted into the Department of Education.
To be licensed in social studies, additional education courses and the social studies core are required.
Note: Students interested in secondary education may take a Political Science major or the teaching major in Economics
and Political Science. Either option requires that the student also take courses required for the social studies core. For
more information, see the department chair.
For a complete list of courses and descriptions, see the Course Description Search.
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Psychology
Psychology is 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, religious institutions, 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, Psi Chi Honor Society, and faculty-student research teams.
Faculty
Stacy Freiheit (Chair), Ben Denkinger, O. Evren Guler, David Matz, Bridget Robinson-Riegler, Brian Rood, Nancy Steblay,
Henry Yoon
Degree and Major Requirements
Psychology Major
The major is 10 courses including:
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:
PSY 400 - Keystone Internship
At least one course from the following:
PSY 201 - Health Psychology
PSY 235 - Psychology and Law
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)
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Majors are encouraged to take more than the minimum 10 required psychology courses.
Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299,
399/396, 400 and 499 may be counted.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students should consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
All psychology majors must have an advisor in the Psychology department.
Transfer Students
Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved by the
chair. Only those psychology courses successfully completed (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.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Biopsychology Major
The Psychology and Biology Departments jointly offer a program in Biopsychology. See Biopsychology in the
departmental pages of this catalog.
Concentration in Clinical Psychology
The Clinical Psychology concentration is designed to prepare students for careers and graduate education in mental
health care fields. Students will learn about the biological, psychological, and social factors related to defining,
understanding, and treating abnormal behavior. Emphasis is placed on developing knowledge and skills related to both
the science and practice of psychology. Experiential learning opportunities include collaborating on faculty-student
research projects and completing an internship in a real-world mental health setting. See the department chair for
specific 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 the 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 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 law,
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consulting, research, and social policy, as well as many other areas. In addition, the Social Psychology concentration is
ideal for graduate school preparation. See the department chair for specific requirements.
Departmental Honors
GPA of 3.50 in the major and overall, and completion of a high-quality research project. Formal application must be
made during the junior year. 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 199, 299, 399/396, 400, and 499 may be counted.
For a complete list of courses and descriptions, see the Course Description Search.
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Religion, Youth and Family Ministry
In today’s complex world, issues and conflicts are increasingly influenced by deeply-held religious beliefs and values. The
study of religion at Augsburg College invites students on a search for meaning, challenging them to explore their own
religious beliefs and those of their neighbors, to gain a broader view of the role of faith in public life, and to better
understand our global context.
As an academic discipline, religion probes many of life’s critical questions:
Who are we as human beings and where did we come from?
Why do bad things happen?
How can we live meaningful lives?
What happens after we die?
How do our values shape our choices?
What is our responsibility to others?
What texts are sacred and how should we read them?
How can we encourage cooperation and respect among people of different faiths?
Students begin their search for meaning in the Core Curriculum courses, REL 100 and 200 (or equivalent elective course).
Here they learn to articulate their own beliefs and to understand that what they believe really matters. Students engage
in a close reading of the Bible and other sacred texts, study their historical contexts, and apply these insights to
contemporary social issues. They also explore their own gifts and how these might be used in service of the broader
community as they pursue a life of vocation. Students are invited to deepen their pursuit of these questions by choosing
a major or minor in Religion, which offers a wide range of courses in theology, biblical studies, and world religions.
As a college of the Evangelical Lutheran Church in America (ELCA), Augsburg faculty and staff are eager to engage in
dialogue with Christians from all denominations, with people who practice other faith traditions, and with those who
claim no particular beliefs. Faculty in the Religion Department represent several Christian denominations and model
respectful dialogue with students from a variety of faith perspectives. We challenge all of our students to respect and
learn from one another and to think critically about matters of faith and reason in our lives together.
Faculty
Mary Lowe (Chair), Lori Brandt Hale, Russell Kleckley, Matthew Maruggi, Jeremy Myers, Philip Quanbeck II, Marty Stortz,
Mark Tranvik, and Hans Wiersma
Majors
The Religion Department offers two majors: Religion (REL) and Youth and Family Ministry (YFM).
Prerequisites
REL 100 is a prerequisite to all other courses.
Transfer Courses
All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only
courses successfully completed (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.
Advising
All majors must have an advisor 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 December 30 of the student’s senior year.
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Religion
A Religion major provides a strong foundation in the liberal arts and prepares students for professional work and
graduate studies in a wide range of fields. Since the major requires only eight courses (32 credits), students are
encouraged to double-major in a related field. Students considering seminary should take two Bible courses and one
course in theology or church history. Students planning on graduate studies in religion ought to complete one Bible
course, a world religions course, and the Philosophy of Religion course. A Religion major also provides strong
preparation for graduate studies in theology, religious studies, sacred scripture, church history, and related fields. The
major prepares students to think critically, read analytically, write clearly, and speak confidently—skills that make our
graduates attractive to graduate schools.
Degree and Major Requirements
Religion Major, BA
Eight courses (32 credits) including:
REL 210 - Research Methods in Religion
REL 495 - Religion Keystone
Six additional electives (24 credits)
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 Quantitative Reasoning (QR), Speaking (S) and Writing (W) are met by completing the
following courses:
QR: GST 200, MAT 145, MAT 146, MAT 163, or PHI 230; or by the QR requirement for a second major
S: REL 302, 386 or consult with advisor for an approved course outside the major
W: REL 495 and one of the following: REL 362, 370, or 481
Transfer students must consult a Religion Department advisor about potential adjustments to their course requirements
to fulfill each of these skills.
Religion Minor
Five religion courses (20 credits) including REL 100.
Note for majors and minors: Students are required to have at least a 2.0 GPA in courses counted toward the major or
minor. One or two courses (4-8 credits) in Youth and Family Ministry (YFM) may count toward the Religion major or
minor.
For a complete list of courses and descriptions, see the Course Description Search.
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Youth and Family Ministry
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 fieldwork. A Youth and Family Ministry minor is also offered.
Associate in Ministry (AIM)
Coursework completed with the major fulfills part of the requirements for Associate in Ministry (AIM) status within the
Evangelical Lutheran Church in America. Students interested in AIM certification should consult with their home synod
and with a YFM advisor no later than their second year.
Youth and Family Ministry Major
60 credits including:
Theology core (24 credits):
REL 210 - Research Methods in Religion
REL 301 - Interpreting the Old Testament
REL 302 - Interpreting the New Testament
REL 362 - Martin Luther and the Reformation
REL 481 - Contemporary Theology
REL 495 - Religion Keystone
Youth and family ministry core (16 credits):
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 (8 credits):
YFM 205 - Exploring Topics in Youth and Family Ministry (choose two topics course from a list of 2 credit courses)
One other 200-level, 300-level, or 400-level REL or YFM course not already used towards the major and preapproved by
the student’s advisor.
And three supporting courses (12 credits):
SOC 231 - Family Systems: Cross Cultural Perspective
PSY 105 - Principles of Psychology
PSY 250 - Child Development
or PSY 252 - Adolescent and Young Adult Development
Note: A student with a youth and family ministry major or minor may not also major or minor in religion.
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by the following:
QR: GST 200, MAT 145, MAT 146, MAT 163, or PHI 230; or by the QR requirement for a second major
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Youth and Family Ministry Minor
The minor consists of the following five courses (20 credits):
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 Bible survey course from:
REL 301 - Interpreting the Old Testament
REL 302 - Interpreting the New Testament
One theology course from:
REL 362 - Martin Luther and the Reformation
REL 481 - Contemporary Theology
One course (4 credits) from the theology core, YFM core, or YFM electives as listed in the major.
For a complete list of courses and descriptions, see the Course Description Search.
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Social Studies Teaching Licensure
The social studies licensure program is designed to combine a strong content focus with early and ongoing teaching
preparation courses that meet Minnesota licensure requirements. Students preparing to teach social studies at the
secondary level must complete a broad foundation program in the social sciences and professional requirements within
the Education Department.
Coordinators
Michael Lansing, History, Content Liaison
Chris Brown, Secondary Education Social Studies Coordinator
Social Studies Teaching Licensure
Core requirements:
ECO 113 - Principles of Microeconomics
ESE 220 - Introduction to Human Geography
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 Sociology
ANT 141 - Introduction to Cultural Anthropology
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.
Consult with Chris Brown for details.
Students considering a career in social studies education should consult the Augsburg Education Department and the
Social Studies coordinator by the beginning of their sophomore year.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. Students should consult with the Augsburg Education Department to identify current
Minnesota teacher licensure requirements.
For a complete list of courses and descriptions, see the Course Description Search.
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Social Work
Professional social work is for students who have the desire to better the lives of people. Social work is for students who
want to learn the skills necessary for a successful and satisfying career for themselves and the lifelong benefit of working
with colleagues who also love their work. Our accredited program will immerse you in the skills and theories of social
work and interweave that body of knowledge with the liberal arts, psychology, sociology, economics, and political
science. The curriculum will prepare you for internships in a range of human service agencies including, schools,
hospitals, community centers, food shelves, women’s centers and a number of other settings in your junior and senior
year. The BSW program believes in social justice and teaches students how to engage the system to achieve it. The
program addresses multicultural practice through a required course and also a special elective course on Intergroup
Dialogue.
The bachelor of social work degree awarded will allow you to be successful in your chosen areas of social work practice
and prepared to work in multicultural settings. Students 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. Over ninety-five
percent pass the exam on their first attempt.
Students interested in a graduate degree in social work (MSW) are encouraged to apply to our Master of Social Work
program. The undergraduate degree provides transferable credits toward the foundation year of an MSW program,
reducing the number of credits needed. Both the undergraduate and graduate Social Work programs are accredited by
the Council on Social Work Education. For more information about the MSW program, consult the Graduate Catalog.
Social Work Faculty
Michael Schock (Chair), Laura Boisen (MSW Field Coordinator), Lois Bosch (MSW Program Director), Ankita Deka,
Christina Erickson (BSW Field Coordinator), Melissa Hensley, Renee Hepperlen, Bibiana Koh (BSW Program Director),
Barbara Lehmann, Nancy Rodenborg
Degree and Major Requirements
The BSW degree consists of ten upper level courses and a total of seven supporting courses. Social Work courses that
are open to non-majors are designated with an asterisk.
The Supporting Courses
Select one of these three courses:
SWK 100 - Introduction to Professional Social Work*
SWK 210 - Environmental Justice and Social Change*
SWK 230 - Global Peace and Social Development*
Select one of these four courses:
ECO 112 - Principles of Macroeconomics
POL 121 - American Government and Politics
POL 122 - Metropolitan Complex
POL 325 - Politics and Public Policy
Take these four courses:
BIO 121 - Human Biology
PSY 105 - Principles of Psychology
SOC 121 - Introduction to Sociology
SWK 280 - Diversity and Inequality in Professional Practice*
Select one of these two courses:
SOC 362 - Statistical Analysis
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MAT 163 - Introductory Statistics
GPA Requirements for degree completion
The minimum GPA for admission to the program is 2.2 on a four-point scale. After admission to the program, a minimum
grade of 2.0 is required for each upper level course and a 2.2 cumulative GPA is required in the supporting program.
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the curriculum and
are met by completing the major. The Quantitative Reasoning (QR) graduation skill is met by taking SWK 401 and MAT
163 or SOC 362.
Pass/No Credit Maximums for Majors
All Social Work majors must take their upper level courses with traditional grading. Social Work majors are allowed to
apply up to six credits with a grade of Pass (P) toward graduation. Students seeking Latin and Department Honors may
only take two P/N credits. (See Latin Honors in Academic Information for additional details.)
Social Work Major
Ten upper level courses:
SWK 301 - History and Analysis of Social Policy*
SWK 303 - Human Development and the Social Environment*
SWK 306 - Social Work Practice 1: With Individuals
SWK 307 - Field Work 1: Integrative Seminar
SWK 316 - Social Work Practice 2: With Families and Groups
SWK 317 - Field Work 2: Integrative Seminar
SWK 401 - Social Work Research and Evaluation
SWK 406 - Social Work Practice 3: With Communities and Policies*
SWK 407 - Field Work 3: Integrative Seminar
SWK 417 - Field Work 4: Integrative Seminar (Senior Keystone course)
Social Welfare Minor (for non-social work majors)
The goal of the social welfare minor is to give non-majors a sense of the impact of social work on society and a means to
incorporate some social welfare perspectives to their chosen career.
Six courses including:
SWK 100 - Introduction to Professional Social Work
SWK 301 - History and Analysis of Social Policy
SWK 303 - Human Development and the Social Environment
SWK 406 - Social Work Practice 3: With Communities and Policies
SOC 265 - Race, Class and Gender
And one course from:
POL 121 - American Government and Politics
POL 158 - Introduction to Political Science
POL 325 - Politics and Public Policy
Required Social Work Field Placement
Students are required to take a field placement at a social service agency in their junior and senior year. The field
placements are a total 120 hours each semester which is 240 hours over the course of one year.
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No credit for non-academic work
In accordance with accreditation standards, the Social Work Department does not grant credit for life experience or
previous work experience.
Admission to the Major
Students must apply to be admitted to the degree program in Social Work. This application process begins in the fall
semester of the sophomore year at Augsburg or in the 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 placement in the junior year. Social Work majors must have a cumulative 2.20 GPA to enter the program.
Students who do not meet this minimum GPA standard will be given an opportunity to explain their GPA and may be
considered for conditional admission. Admission to the program is required as a prerequisite for those 300- and 400level 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 3.3 and maintain a cumulative GPA of 3.6 in all Social Work classes at the 300-level and above. Honors applicants
may take up to two courses as P/N (pass/no credit) and must complete a minimum of 56 traditionally-graded Augsburg
credits. 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 the advisor or program director for complete details and deadlines.
Social Work Study Abroad Opportunities
The Augsburg BSW program is a leader in international education for its students. All majors are encouraged to study
abroad at some point in their college career. Through The Center for Global Education, the BSW program offers an
award-winning semester study abroad program in Cuernavaca, Mexico. Students in the spring semester of their junior
year study social work in Mexico and finish their degrees on time. A similar option is offered for study in Norway. The
Social Work department also offers a rotating selection of faculty-led, short courses to foreign countries such as China,
Slovenian, South Africa and India.
Social Work Course Sequence
Social Work Entry Level Courses
The Social Work major offers three ways to begin the BSW degree: SWK 100 is for those students interested in the
breath of the profession; SWK 210 is for students whose interest is in environmental issues and social change strategies;
and SWK 230 is for students interested in international social work and global issues. All three courses are equal as
introductions to the major.
All three courses feature an experiential learning component. Students volunteer 40 hours in a human service agency,
program, or institution. The placement is selected by the student, approved by the course instructor, and supervised by
agency staff. These courses are also open to non-majors. The department also offers a course in human diversity, SWK
280, which is to be taken after the entry level courses.
Social Work upper level courses (300s and 400s) are taught in a two-year sequence. Courses are taught once a year. The
senior keystone is SWK 417: Field Work 4: Integrative Seminar. Consult the BSW Program Manual for the degree courseschedule flowchart.
For a complete list of courses and descriptions, see the Course Description Search.
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Sociology
Sociology is the scientific study of society and social interaction in groups. Our examination of human social organization
provides the opportunity to improve the world we have created and in which we live. The sociological perspective
provides an important way to critically understand how human beings come to think and act as they do in a variety of
social contexts.
The goal of the department is to guide students in gaining knowledge of social processes and the social order, how it
affects them in their daily lives, and how it can be applied to their lives and vocations. 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.
The department urges students to use Augsburg’s metropolitan and international settings as a laboratory for learning.
Internships enable majors to apply the theories and research skills of sociology while they explore career alternatives.
Students also may take an independent study, special topics course, or field study toward that end.
The major in Sociology has equipped our alumni to understand and function more effectively in the social world as
professionals, citizens, and persons, providing the necessary knowledge base and analytical, writing, and critical thinking
skills. Augsburg alumni who have majored in Sociology are currently employed in the nonprofit sector, research
positions, human resources positions in both government and private corporations, criminal justice field, and as
professors of sociology. Others have used the major as preparation for advanced study in areas such as law, human
services, social work, urban planning, and the ministry.
Sociology Faculty
Lars Christiansen (Chair), Nancy Fischer, Garry Hesser, Diane Pike, Tim Pippert, James Vela-McConnell
Degree and Major Requirements
Sociology 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 a challenging 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. The electives
allow students to choose courses that add other skills related to areas of career interest.
The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper
division courses from the specified list below:
Core courses:
SOC 121 - Introduction to Sociology
SOC 362 - Statistical Analysis
SOC 363 - Research Methods
SOC 485 - Sociological Theory
SOC 490 - Senior Seminar and Keystone
At least three of the following upper division courses (Prerequisite: SOC 121):
SOC 320 - Sociology of Law
SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations
SOC 375 - Social Psychology
SOC 377 - Organizational Crime and Deviance
SOC 380 - Disaster and Resilience
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SOC 381 - City and Regional Planning
SOC 387 - Juvenile Delinquency
SOC 390 - Social Problems Analysis
SOC 399 - Internship
Two additional sociology electives
Note: Majors must have a 2.0 or higher in each required course (SOC 121, 362, 363, 485, and 490) to receive credit in
the major.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements.
Interest Tracks
In order to focus preparation for careers and further study, the Department offers interest tracks within the major.
These interest tracks are: City and Community; Crime and Deviance; Law; Organizations; and Social Psychology. The
Interest Tracks guide majors in selecting elective courses in a way that tailors their sociological training, experiences and
skills. Working with an advisor and following the guidelines and recommendations provided at the links below, Sociology
majors can design a pathway through the major that directs them toward careers or graduate work in criminal justice,
law, organizational development, public relations, social services, and urban studies.
Students who are interested in pursuing an interest track should discuss this with their advisor or the Sociology
Department chair. A full description of each interest track may be found at the Sociology Department website,
www.augsburg.edu/sociology.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Departmental Honors
To complete departmental honors in Sociology, the student must have a minimum GPA of 3.50 in the major and overall.
See department chair and website for specific requirements. An application for departmental honors/graduation with
distinction must be completed by spring of the junior year.
Minor
Five courses including SOC 121 and at least two upper division courses taken at Augsburg College. Students are required
to have a 2.0 or higher in SOC 121 and at least a cumulative 2.00 GPA in courses counting toward the minor.
For a complete list of courses and descriptions, see the Course Description Search.
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Theater Arts
Theater is an ever-changing field that is important to understand in cultural and societal context. In our courses,
productions, recitals, and artist series, the study of theater embraces both classical and new forms, examines global and
local perspectives, and encourages in-depth creative exploration. Students are challenged to deepen their critical
thinking abilities and to master professional skills while also exploring new approaches to theater through their studies
in design, directing, performing, and playwriting. Students thoughtfully interrogate issues of cultural representation and
diversity as they find and express their own creative visions. The program prepares them well to continue with their
education and/or to become leaders in the field of theater and performance studies.
The study of theater is firmly grounded in the liberal arts, integrating knowledge and principles from many academic and
artistic disciplines, including literature, history, philosophy, religion, speech, art, music, and dance. Both the high quality
curriculum and dramatic productions of our department offer valuable cross-disciplinary connections for students and
the campus, while providing a solid base in classical, modern, contemporary, and multicultural theater. In order to
encourage non-majors to become involved in our department, we offer six theater arts minors and welcome all
Augsburg students to become involved in our productions.
Augsburg’s location in the heart of a nationally recognized theater community makes it an ideal place to study theater.
At Augsburg we seek to create every opportunity for students to grow both as theater artists and scholars by
encouraging connections between our campus and the greater arts community, while also exploring connections
between theory and application. Students have the opportunity to make these connections through course study,
theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theater
professionals from the local community who work closely with students), and attendance at numerous professional
productions throughout the Twin Cities. Augsburg productions are a valuable opportunity for students to enter into
creative collaboration with faculty and professional artists-in-residence. We value and regard theater productions as a
critical and vital laboratory for student learning and training, and we hold our productions to the highest standards of
the profession.
Many of the skills acquired by Theater majors or minors are valuable and transferable to other professions:
collaboration, verbal and nonverbal communication, organization, critical thinking, leadership, creativity, and selfexpression. Involvement in theater arts can help prepare students for successful careers in law, education, business,
communication, journalism, and many other fields, as well as in professional or academic theater, television, or film.
Theater Arts Faculty
Darcey Engen (Chair), Michael Burden, Sarah Myers (Chair), Beliza Torres Narváez, Barbra Berlovitz, Warren C. Bowles,
David DeBlieck, Christina Ham, Karen Mulhausen, Sandra Schulte, Dario Tangelson, Stephanie Lein Walseth, and Randy
Winkler
Degree and Major Requirements
Bachelor of Arts
The Theater Arts Department currently offers both a Theater Arts major with one (or more) concentrations and a
Theater Arts major without a concentration. There are three choices for concentrations within the major: performance,
directing/dramaturgy/playwriting, and design/technical. The Theater Arts major with a concentration requires the
following: the theater core curriculum, one concentration requirement, one concentration elective, plus two Theater
major electives. Each concentration requires 10 production units taken as THP practicum courses. The Theater Arts
major without a concentration consists of the nine theater core curriculum courses plus 5 production units taken as THP
practicum courses.
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Graduation Skills
The Theater 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
(CT), Writing (W), and Speaking (S). The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200,
MAT 145, MAT 146, MAT 163, or PHY 119.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Theater Arts Major
Nine core courses:
THR 228 - Introduction to Stagecraft
THR 232 - Acting
THR 245 - Introduction to Asian and Asian American Theater
THR 250 - Script Analysis: Foundations of Theater
THR 270 - Introduction to Black Theater
THR 328 - Theatrical Design
THR 361 - Theater History and Criticism I
THR 362 - Theater History and Criticism II
THR 366 - Stage Direction
Theater Major Electives
For each of the three concentrations, students may choose two electives from the following pool of courses. Within a
single concentration, a course can count as a Theater major elective only if NOT taken to satisfy a concentration
requirement or concentration elective:
THR 226 - Movement for Theater
THR/FLM 230 - Scenic Painting: Painting for Stage, Film and Faux Application
THR 233 - Acting for the Camera
THR 235 - Skills of Musical Theater
THR 237 - Dance for Musical Theater
THR 255 - Introduction to Musical Theater
THR 265 - Computer Drafting for the Stage and Architecture
THR 275 - Lighting and Sound for the Stage
THR 280 - Costumes and Makeup for Performance
THR 295 - Topics
THR/ENL 325 - Playwriting I
THR/ENL 326 - Playwriting II
THR 350 - Voice for Speech, Stage and Screen
THR 365 - Advanced Acting
THR 425 - New Methodologies of Stage Direction and Dramaturgy
THR 495 - Topics
ENL 221 - Expository Writing about the Arts
ENL 330 - Shakespeare
ENL 338 - British and Commonwealth Drama
ENL 358 - Readings in American Drama
ENL 368 - Readings in World Drama
Performance Concentration
Students choosing this concentration will enroll in the nine core theater major courses taken by all theater majors plus
the electives and requirements listed below. Students in the performance concentration are encouraged to consult with
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their advisor when selecting electives. Advisors 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 theater.
To fulfill this concentration:
Thirteen THR courses—nine required core courses, one performance concentration requirement, one performance
concentration elective, two Theater major electives, plus ten Theater practicum units taken as THP courses.
Performance Concentration Requirement:
THR 365 - Advanced Acting
Performance Concentration Electives:
Select and complete one of the following:
THR 226 - Movement for Theater
THR 350 - Voice for Speech, Stage and Screen
Theater Major Electives:
Select and complete two of the courses listed above under general Theater Major Electives. Within the performance
concentration, a course can count as a Theater major elective only if NOT taken to satisfy a performance concentration
requirement or elective.
Ten production practicum units (THP)--See Practicum Units
Directing/Dramaturgy/Playwriting Concentration
Students choosing this concentration will enroll in the nine core Theater major courses taken by all Theater majors plus
the requirements and electives listed below. Students in the directing/dramaturgy/playwriting concentration are
encouraged to consult with their advisor when selecting electives. Advisors will assist students in identifying the year
and semester elective courses are offered.
To fulfill this concentration:
Thirteen THR courses—nine required core courses, one directing/dramaturgy/playwriting concentration requirement,
one directing/dramaturgy/playwriting concentration elective, two Theater major electives, plus ten theater practicum
units taken as THP courses.
Directing/Dramaturgy/Playwriting Concentration Requirement:
THR/ENL 325 - Playwriting I
Directing/Dramaturgy/Playwriting Concentration Electives:
Select and complete one of the following:
THR/ENL 326 - Playwriting II
THR 425 - New Methodologies of Stage Direction and Dramaturgy
ENL 221 - Expository Writing about the Arts
Theater Major Electives:
Select and complete two of the courses listed above under general Theater Major Electives. Within the
directing/dramaturgy/playwriting concentration, a course can count as a Theater major elective only if NOT taken to
satisfy a directing/dramaturgy/playwriting concentration requirement or elective.
Ten production practicum units (THP)--See Practicum Units
Specific practicum requirements:
Serve as stage manager on main-stage show
Dramaturg one main-stage show
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Design/Technical Concentration
Students choosing this concentration will enroll in the nine core Theater major courses taken by all Theater majors plus
the requirements and electives listed below. Students in the design/technical concentration are encouraged to consult
with their advisor when selecting electives. Advisors will assist students in identifying the year and semester elective
courses are offered.
To fulfill this concentration:
Thirteen THR courses--nine required core courses, one design/technical concentration requirement, one
design/technical concentration elective, two Theater major electives, plus 10 Theater practicum units taken as THP
courses.
Design/Technical Concentration Requirement:
Select and complete one of the following:
THR 275 - Lighting and Sound for the Stage
THR 280 - Costumes and Makeup for Performance
Design/Technical Concentration Electives:
Select and complete one of the following:
THR/FLM 230 - Scenic Painting: Paint for Stage, Film and Faux Application
THR 265 - Computer Drafting for the Stage and Architecture
Theater Major Electives:
Select and complete two of the courses listed above under general Theater Major Electives. Within the
design/technology concentration, a course can count as a Theater major elective only if NOT taken to satisfy a
design/technology concentration requirement or elective.
Ten production practicum units (THP)--See Practicum Units
Curricular Planning Information
First-years planning to major in Theater Arts should complete THR 228, 232, and 250 during their first year. Students
who are second-year, third-year, or fourth-year majors may choose from the following courses, depending on their
concentration and courses offered: THR 226, 230, 235, 237, 245, 255, 270, 275, 280, 295, 325, 361, and 362. Theater
majors who are juniors or seniors may take THR 326, 328, 350, 361, 362, 365, 366, 425, and 495. Note: While many
courses are offered annually, some courses are offered alternate years only and others are offered only on an occasional
basis.
Departmental Honors
Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to
the student. Departmental Honors students must maintain a 3.75 GPA in the major and a 3.60 GPA overall and complete
a substantial independent project of honors quality within the major. Honors candidates should meet with their
departmental advisor during spring semester of their junior year to develop a proposal for the honors project to be
submitted by mid-April. The Theater Department will assign an honors project advisor to students submitting successful
proposals.
Transfer Students
Transfer students should meet with a transfer advisor upon acceptance to determine what credits taken at another
institution will transfer into the major. The majority of Theater core classes should, however, be taken at Augsburg.
Additionally, transfers are required to take a minimum of three upper-division Theater Arts courses at Augsburg.
Students pursuing one of the three theater concentrations should complete ten practicum units to fulfill their major
requirements. Students transferring with sophomore standing should complete a minimum of seven practicum units
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within the department. Students transferring with junior standing should complete a minimum of five practicum units
within the department.
Theater Arts Minors
The Theater Arts Department offers six minors: Musical Theater, Performance, Design/Technical, Film/Performance,
Theater History and Criticism Dramaturgy, and a general Theater Arts minor.
Please note: ALL Theater Arts minors are required to complete five Theater practicum units (THP credits) in any of the
three areas (acting/performance, production, or artistic/production management).
Musical Theater Minor (5 courses):
Four Required Courses:
THR 232 - Acting
THR/MUS 235 - Skills of Musical Theater
THR 237 - Dance for Musical Theater
THR 255 - Introduction to Musical Theater
Take one of the following:
THR 365 - Advanced Acting
MUE 294/494 - Opera Workshop
Plus 5 THP (practicum) credits
Performance Minor (5 courses):
Two Required Courses:
THR 232 - Acting
THR 250 - Script Analysis
Take three of the following:
THR 116 - Creative Drama: Acting and Improvisation
THR 222 - Introduction to Theater
THR 226 - Movement for Theater
THR 350 - Voice for Stage, Speech and Screen
THR 365 - Advanced Acting
THR 495 - Topics
Plus 5 THP (practicum) credits
Design/Technical Minor (5 courses):
One Required Course:
THR 328 - Theatrical Design
Take four of the following:
THR 228 - Introduction to Stagecraft
THR 250 - Script Analysis: Foundations of Theater
THR/FLM 230 - Scenic Painting: Paint for Stage, Film, and Faux Application
THR/FLM 275 - Lighting and Sound for the Stage
THR/ART 280 - Costumes and Makeup for Performance
Plus 5 THP (practicum) credits
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Film/Performance Minor (5 courses):
Two Required Courses:
THR 232 - Acting
THR 233 - Acting for the Camera
Take three of the following:
ENL 241 - Introduction to Cinema Art and Lab
THR 226 - Movement for Theater
THR 350 - Voice for Stage, Speech, and Screen
THR 365 - Advanced Acting
Plus 5 THP (practicum) credits
Theater History and Criticism Dramaturgy Minor (5 courses):
Four Required Courses:
THR 250 - Script Analysis: Foundations of Theater
THR/ENL 325 - Playwriting I
THR 361 - Theater History and Criticism I
THR 362 - Theater History and Criticism II
Take one of the following:
THR 299 - Directed Study: Dramaturgy
THR 299 - Directed Study: Theater History and Criticism
Plus 5 THP (practicum) credits
Theater Arts Minor (5 courses):
Four Required Courses:
THR 232 - Acting
THR 250 - Script Analysis: Foundations of Theater
THR 362 - Theater History and Criticism II
THR 366 - Stage Direction
Take one of the following:
THR 228 - Introduction to Stagecraft
THR 328 - Theatrical Design
Plus 5 THP (practicum) credits
Theater Practicum Courses
THP courses involve practicum teaching and learning in the context of play productions and are required for the Theater
Arts major/minor. All THP courses are taken for noncredit with pass/no credit grading. Evaluation by the faculty mentor
will be based on: 1) successful and timely completion of the practicum area for which the student is registered; 2)
positive and professional attitude and work ethic demonstrated by the student; and 3) demonstrated competency in the
practicum area. The positive evaluation of each of the areas must be sufficient enough to lead to a minimum grade of
2.0 in order to receive a P grade.
THP courses require:
Consent and signature of instructor
Supervision by Theater faculty
A minimum of 25 hours of assessed participation by the student
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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 133 in lighting.
THP courses may be repeated.
Crew work required for classes/coursework does not count towards practicum credit.
Work-study hours do not count towards practicum credit.
Completion of THP 115/125 and 116/126 counts 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.
THP requirements for transfer students are explained under “Transfer Students” above.
Theater Practicum Courses–Areas
All Theater Arts majors in all three concentrations are required to complete ten practicum units (THP) from the three
established areas below.
Area 1: Performance
Each major will complete between one and five THPs from the performance area.
THP 111/121/131/141/151 - Theater Practicum: Acting/Performance
Students who complete participation as an actor in one midterm and one final student directing project for THR 366 may
be given one THP 151 credit.
Area 2: Production
Each major will complete between four and eight THPs from the production area.
THP 112/122/132 - Theater Practicum: House Management
THP 113 - Theater Practicum: Sets
THP 123 - Theater Practicum: Costumes
THP 133 - Theater Practicum: Lights
THP 114/124/134 - Theater Practicum: Running Crew
THP 115/125/135 - Theater Practicum: Stage Management–small project
THP 116/126/136 - Theater Practicum: Stage Management–large project
Area 3: Artistic/Production Management
Each major will complete one THP from this area.
THP 117/127/137 - Theater Practicum: Artistic Assistance
For a complete list of courses and descriptions, see the Course Description Search.
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Urban Studies
Urban Studies is the study of cities as social, political, economic, and cultural entities. Urban Studies brings many
different perspectives to the study of urban life. It is an interdisciplinary major where students use the tools of sociology,
political science, history, environmental studies, art and architecture to understand metropolitan areas in terms of
complex relationships that contribute to opportunities and challenges. The major is designed with experiences that
utilize the city as our classroom, demonstrating the interplay of theory, policy, and lived experience. Coursework often
includes walking tours, field trips, and field research. Augsburg College’s Urban Studies program emphasizes the theme
of planning urban and suburban areas to be more environmentally sustainable and promotes the health and civic
engagement of citizens.
The Urban Studies major helps prepare students for careers and graduate work in community organizing, urban
planning, public administration, environmental advocacy and sustainability planning, government service, social welfare
and non-profit work, and architecture. All students participate in internships that reflect their career interests as part of
their experience.
Many students who major in Urban Studies double-major in related disciplines such as Environmental Studies, Political
Science or Sociology. If you’re interested in double-majoring, please consult the director of Urban Studies about how to
best plan your academic schedule to accommodate both majors.
Urban Studies Faculty:
Nancy Fischer (Director, Sociology), Kristin Anderson (Art), Andrew Aoki (Political Science), Lars Christiansen (Sociology),
Keith Gilsdorf (Economics), Michael Lansing (History), and Joseph Underhill (Political Science).
Degree and Major Requirements
Urban Studies Major
A total of 11 courses, with the following required courses. A minimum GPA of 2.0 in the core courses is required for the
major.
Core Courses:
SOC/URB 111 – City Life: Introduction to Urban Sociology
POL 122 - Metropolitan Complex
ECO 113 - Principles of Microeconomics
SOC 381 - City and Regional Planning
SOC/URB 399 - Internship
URB 492 - The City and the Environment Keystone
SOC 362 - Statistical Analysis
or POL 483 - Political Statistics and Methodology
SOC 363 - Research Methods
or POL 484 - Political Analysis
ART/HIS 249/349 - The Designed Environment
or HIS 316 - US Urban Environmental History
or SOC 380 - Disaster and Resilience
And two additional urban-related electives, approved by the Program Director. For electives, please see the following
list, which is not exhaustive. Please consult the Director of Urban Studies for other elective possibilities that suit your
career interests, including off-campus study, ACTC courses, or study abroad.
ART 243 - History of Architecture to 1750
ART 244 - History of Architecture after 1750
ART/HIS 249/349 - The Designed Environment
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ECO 365 - Environmental Economics
ENV 100 - Environmental Connections
GEOG225 Introduction to Geographic Information Systems (Macalester)
GEOG241 Urban Geography (Macalester)
GEOG321 Geographic Information Systems (St. Thomas)
HIS 316 - US Urban Environmental History
POL 241 - Environmental and River Politics
POL 325 - Politics and Public Policy
SOC 265 - Race, Class and Gender
SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations
SOC 380 – Disaster and Resilience
URB 199 - Internship
URB 295 - Special Topic
URB 299 - Directed Study
URB 395 - Special Topic
Students who are thinking of careers in urban planning are highly encouraged to take courses in Geographic Information
Systems (GIS) at Macalester College (Geography 225, 363 and 365) or at the University of St. Thomas (Geography 221,
321 and 322).
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), Quantitative Reasoning (QR), and Writing (W) are embedded
throughout the core courses and are met by completing the Urban Studies major.
Transfer students must consult the Director of Metro Urban Studies about potential adjustments in their course
requirements to fulfill these skills.
Urban Studies Minor
A total of five courses including:
Core Courses:
SOC/URB 111 - City Life: Introduction to Urban Sociology
POL 122 - Metropolitan Complex
SOC 381 - City and Regional Planning
One of the following:
HIS 316 - US Urban Environmental History
ART/HIS 249/349 - The Designed Environment
SOC 380 - Disaster and Resilience
URB 492 - The City and Environment Keystone
And an approved Urban Studies Elective (see list above).
Off-Campus Study and Study Abroad
Off-campus study is highly recommended for Urban Studies majors. Urban Studies faculty frequently lead short-term
study abroad courses over the winter break and summer. Please check the Augsburg Abroad website and ask Urban
Studies faculty about upcoming short-term abroad courses in the major.
For semester-length programs, the Higher Education Consortium for Urban Affairs’ (HECUA) Programs are highly
recommended. These semester-length and summer programs include: Inequality in America, The New Norway, and
Environment and Agriculture, and Art for Social Change Programs (www.hecua.org). Other study abroad programs that
are particularly useful to Urban Studies majors include: IES Metropolitan Studies program in Berlin, Germany
(www.iesabroad.org); and the Danish Institute of Study Abroad’s Urban Studies in Europe Program in Copenhagen,
Denmark (www.disabroad.org). Urban Studies students have participated in programs in other countries as well.
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Please see the program websites, Augsburg Abroad and the Director of the Urban Studies Program for completing Urban
Studies coursework in off-campus programs.
For a complete list of courses and descriptions, see the Course Description Search.
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Augsburg College Board of Regents
For more details, go to www.augsburg.edu/about/leadership/regents.
Andra Adolfson
Dan W. Anderson ‘65
Ann B. Ashton-Piper
Jennifer P. Carlson, J.D.
Karen A. Durant ’81
Matthew K. Entenza, J.D.
Mark A. Eustis
Alexander J. Gonzalez ‘90
Norman R. Hagfors
Jodi L. Harpstead
Bishop Richard N. Hoyme, ex-officio
Diane L. Jacobson, Ph.D.
Rev. Rolf A. Jacobson, Ph.D.
Eric J. Jolly, Ph.D.
Wayne D. Jorgenson ‘71
Toby Piper LaBelle ‘96
The Honorable LaJune Thomas Lange ’75, J.D.
Steven E. Larson ’71, M.D.
André J. Lewis ’73, Ph.D.
Dennis J. Meyer ‘78
Pamela Hanson Moksnes ‘79
Paul S. Mueller ’84, M.D.
Jeffrey M. Nodland ’77
Lisa M. Novotny ’80
Paul C. Pribbenow, Ph.D.
Curtis A. Sampson
Earl W. Sethre ‘68
Dean A. Sundquist ‘81
Bishop Ann M. Svennungsen, ex-officio
Gary A. Tangwall ’80
Rev. David L. Tiede, Ph.D.
Rev. Norman W. Wahl ’76, D.Min.
Bonnie Wallace
Steven J. Wehrenberg ‘78
Rev. Mark N. Wilhelm, Ph.D., ELCA advisory member
ELCA Congregational and Synodical Mission
Executive Director
The Rev. Dr. Stephen Bouman
Program Director for Schools
The Rev. Dr. Mark Wilhelm
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Augsburg College Faculty and Administration
Beginning year of service of faculty and staff is indicated with parentheses.
College Cabinet
Paul C. Pribbenow (2006). President. BA, Luther College; MA, PhD, University of Chicago.
Leif Anderson (1996). Vice President and Chief Information Officer. BA, MPP, University of Minnesota.
Ann L. Garvey (1998). Vice President of Student Affairs. BA, College of St. Catherine; MA, Loyola University; JD,
University of Minnesota.
Rebecca John (2010). Vice President of Marketing and Communication. BA, University of St. Thomas; MA, University of
Phoenix, MBA, Augsburg College.
Karen Kaivola (2013). Provost and Chief Academic Officer and Professor of English BA, Georgetown University; MA,
Ph.D., University of Washington.
Beth Reissenweber (2014). Chief Financial Officer. BS, Elmhurst College; MBA, Indiana University; PhD, University of
Nebraska.
William Mullen (2013). Vice President of Enrollment Management. BA, Lawrence University; MBA, Capella University;
EdD, University of Minnesota.
Heather Riddle (2012). Vice President for Institutional Advancement. BA, Concordia College, Moorhead.
Administration
Sheila Anderson (1991). Director, Academic Advising. BS, Minnesota State University-Moorhead; MA, Augsburg College.
Ron Blankenship (2014) Director, Adult Undergraduate Program, BS, Christian Brothers University, MBA, Christian
Brothers University.
Harry Boyte (2009). Director of the Center for Democracy and Citizenship and Sabo Senior Fellow. BA, Duke University;
MDiv, University of Chicago Divinity School; PhD, Union Institute.
Scott Brownell (2014). Director of Public Safety & Risk Management. AA, Chippewa Valley Technical College; BS, Mount
Senario College; Certified Emergency Manager, Minnesota Division of Homeland Security and Emergency Management.
Dulce Oliva Monterrubio (2014). Director, Hispanic/Latino Student Services. BA, Augsburg College.
Eric Canny (2014). Dean of Global Education. BFA, New York University; MA, New York University.
Tom Carroll (2014). Director of Budget, Finance and Administration. BA, Loras College; MBA Keller Graduate School of
Management of DeVry University.
Jodi Collen (2007). Director, Events and Conference Planning. BA, Wartburg College; MTA, George Washington
University.
Crystal Comer (2012). Registrar. BS, Bemidji State University; MS, Minnesota State University, Mankato.
Amy Cram Helwich (2009). Executive Director of the Minnesota Urban Debate League. BS, University of Wyoming; MPA,
University of Pittsburgh.
Sally Daniels (1979). Director, Parent and Family Relations. BA, Augsburg College.
Rebekah Dupont (1995, 2008). Director, STEM Programs and Associate Professor of Mathematics. BA, University of
Wisconsin, Madison; MS, Ph.D., Washington State University.
Amanda Erdman (2007). Director, Residence Life. BA, Coe College; MAE, University of Northern Iowa.
Nathan Gorr (2006). Director of Graduate Admissions. BA, University of Minnesota, Morris.
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Amy Gort (2009). Dean of Arts and Sciences. Associate Professor of Biology. BS, University of Wisconsin; MS, PhD,
University of Illinois at Champaign-Urbana.
Sarah Griesse (2006). Dean of Students, Student Affairs. BA, Wittenberg University; MA, Ohio State University; PhD,
Loyola University-Chicago.
Nancy Guilbeault (1980). Director, Counseling and Health Promotion. BA, MA, PhD, LP, University of Minnesota.
Nathan J. Hallanger (2008). Senior Analyst, Academic Affairs. BA, Augustana College; MTS, Harvard Divinity School,
Harvard University; PhD, Graduate Theological Union and Pacific Lutheran Theological Seminary.
Kevin Healy (2004). Director, Advancement Services. BS, Carroll College.
Stephen Jendraszak (2015). Director, Marketing Communication. BA, MA, Ball State University.
Benjamin G. Kent (1996). Director, Center for Academic Achievement. BA, University of Wisconsin-Madison; MS,
University of Oregon.
Scott Krajewski (2000). Director of IT Services, Information Technology. BS, Augsburg College; MS, Iowa State University.
Mark Lester (1987). Co-site director, Central America, Center for Global Education. BA, St. Pius X Seminary; MA, Mt. St.
Mary Seminary.
Ann Lutterman-Aguilar (1993). Site director, Mexico, Center for Global Education. BA, Earlham College; MDiv, Yale
University; DMin, San Francisco Theological Seminary.
Kathleen McBride (1988). Co-site director, Central America, Center for Global Education. BA, George Mason University;
EdM, Harvard University.
Donna McLean (1985). Director of Leadership Gifts. BA, University of Minnesota.
Keith Munson (2010, 2012). Director, Career and Internship Services. BA, St. Olaf College; MS, Minnesota State
University, Mankato.
Mary A. Hollerich (2015). Director of Library Services. AB, MS, University of Illinois at Urbana-Champaign.
Aly C. Olson (2001). Director, Student Support Services/TRiO. BA, Grinnell College; MA, University of Minnesota.
Steve Peacock (2008). Director of Community Relations. BA, College of Wooster; MURP, University of Minnesota.
Joanne Reeck (2008). Director of Campus Activities and Orientation. Chief Diversity Officer. BA, MA, University of
Minnesota.
Mohamed Sallam (2006). Director, Pan-Afrikan Center. BA, MA, Minnesota State University, Mankato.
Patrice M. Salmeri (2002). Director, StepUP® Program. BS, Kent State University; MA, Saint Mary’s University.
Doug H. Scott (2007). Director of Leadership Gifts. BA, Eastern University; MDiv, Eastern Baptist Theological Seminary.
Dixie Shafer (2000). Director, Office of Undergraduate Research and Graduate Opportunity. BA, Moorhead State
University; EdM, Rutgers University.
Jennifer R. Simon (2007). Director, American Indian Student Services. BA, University of Minnesota; MA, Minnesota State
University, Mankato.
Leah Spinosa de Vega (2008). Director of Augsburg Abroad. BA, MA, University of Minnesota.
David St. Aubin (2008). Director, Athletic Facilities. BS, University of Minnesota.
Lisa Stock (2013). Director and Chief Human Resources Officer. BSW, MSW, Augsburg College.
Kim Stone (2008) Assistant Vice President for Advancement, Executive Director of the Strommen Center. BA, Minnesota
State University, Mankato; MBA, Nova Southeastern University.
Keith Stout (2012). Director of Leadership Gifts. BA, Metro State College, Denver.
Jeffrey F. Swenson (1986). Athletic Director. BA, Augsburg College; MA, University of Minnesota.
221
Erica Swift (2013). Director, Sponsored Programs. BA, University of Minnesota; MS, The George Washington University.
Tina Maria Tavera (2001, 2008). Director, McNair Scholars Program. BA, MA, University of Minnesota.
Jim Trelstad-Porter (1990). Director of International Student and Scholar Services. BA, Augustana College; MA, American
University.
Martha Truax (2007). Director of Annual Giving. BA, Macalester College.
Mary Laurel True (1990). Director of Service-Learning and Community Engagement. BA, St. Catherine University; MSW,
University of Connecticut.
Hli Vang (2014). Director of Pan-Asian Student Services. BS, University of Wisconsin-River Falls; MA, University of
Wisconsin- Lacrosse.
Stephanie Weiss (2010). Director, News and Media Services. BA, University of Minnesota.
222
Faculty (Full-time)
A
Katherine Accurso (2012). Instructor of Education. BS, MA, Minnesota State University, Mankato.
Phillip C. Adamo (2001). Associate Professor of History. BA, SUNY-Albany; MA and PhD, Ohio State University.
Beth J. Alexander (2000). Associate Professor of Physician Assistant Studies. BS and DPharm, University of Minnesota.
Kristin M. Anderson (1984). Professor of Art. AB, Oberlin College; MA, University of Minnesota; MA, LutherNorthwestern Seminary; PhD, University of Minnesota.
Stuart M. Anderson (1989). Associate Professor of Physics. BA, Augsburg College; PhD, University of Minnesota.
Andrew L. Aoki (1988). Professor of Political Science. BA, University of Oregon; MA, PhD, University of WisconsinMadison.
David B. Apolloni (1989). Associate Professor of Philosophy. BA, University of Minnesota; MDiv, Luther-Northwestern
Seminar; PhD, University of Minnesota.
B
Jennifer Bankers-Fulbright (2008). Associate Professor of Biology. BA, College of Saint Benedict; PhD, Mayo Clinic
College of Medicine.
Eric Barth (2008). Assistant Professor of Physician Assistant Studies. BA, University of St. Thomas; BS, Trevecca Nazarene
University; MPAS, University of Nebraska.
Bruce Batten (2008). Assistant Professor of Business, MBA. BS, Davidson College; PhD, Medical College of Virginia.
Katherine Baumgartner (2005). Assistant Professor of Nursing. BS, Minnesota State University, Mankato; MA, DNP,
Augsburg College.
Matthew Beckman (2008). Assistant Professor of Biology. BA, Brandeis University; PhD, University of Alabama.
Pavel Bělík (2008). Associate Professor of Mathematics. PhD, University of Minnesota.
Annie J. Berger (2014). Instructor of Physician Assistant Studies. BA, Gustavus Adolphus College; MPA, Massachusetts
College of Pharmacy and Health Sciences.
Susan N. Boecher (2007). Assistant Professor, full-time, Art. BFA, University of Minnesota.
Jeanne M. Boeh (1990). Professor of Economics. BS, MA, PhD, University of Illinois.
Laura S. Boisen (1996). Professor of Social Work. BA, Wartburg College; MS, University of Wisconsin-Madison; MPA,
Iowa State University; PhD, University of Minnesota.
Lois A. Bosch (1997). Professor of Social Work. BA, Northwestern College; MSW, University of Iowa; PhD, University of
Illinois at Urbana-Champaign.
Adriane Brown (2012). Assistant Professor of Women’s Studies. BA, Wichita State University; MS, Minnesota State
University, Mankato; PhD, Ohio State University.
Christopher Rhys Brown (2003). Field Experience Coordinator/Charter School Liaison, Instructor of Education. BS,
Bemidji State University; MEd, University of Sydney, Australia.
Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. BA, MA, PhD, University of Minnesota.
Michael R. Burden (1990). Associate Professor of Theater Arts (Designer and Technical Director). BA, Augsburg College;
MFA, University of Minnesota.
Ralph J. Butkowski (2001). Assistant Professor of Biology. BS, St. Cloud State University; MS, PhD, University of
Minnesota.
223
C
William C. Capman (1994). Associate Professor of Biology. BA, University of Illinois-Chicago; PhD, University of Illinois at
Urbana-Champaign.
John C. Cerrito (1983). Assistant Professor of Business Administration. BA, Rhode Island College; MS, University of
Wisconsin-Stout; EdD, University of Minnesota.
Nishesh Chalise (2015). Assistant Professor of Social Work. BSc, Kathmandu University; MSW, PhD, Washington
University in St. Louis.
Kristen A. Chamberlain (2007). Assistant Professor of Communication Studies. BS, PhD, North Dakota State University.
Lars D. Christiansen (2001). Associate Professor of Sociology. BA, Clark University; MS, PhD, Florida State University.
Anthony J. Clapp (2001). Associate Professor of Health, Physical Education, and Exercise Science. AA, Golden Valley
Lutheran College; BA, Texas Lutheran College; MA, Southwest Texas State University; PhD, University of Alabama.
Kathleen Clark (2009). Instructor and coordinator, Nursing. BSN, University of Wisconsin; MA, Augsburg College.
Stephan Clark (2011). Assistant Professor of English. BA, University of Southern California; MA, University of California,
Davis; PhD, University of Southern California.
Sarah Combellick-Bidney (2009). Associate Professor of Political Science. BA, Oberlin College; MA, PhD, Indiana
University-Bloomington.
David A. Conrad (2000). Associate Professor of Business Administration. Assistant Director, MBA Program in Rochester.
BA, Winona State University; MA, EdD, St. Mary’s University of Minnesota.
Robert J. Cowgill (1991). Associate Professor of English. BA, MA, PhD, University of Minnesota.
Larry J. Crockett (1985). Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological
Seminary; PhD, University of Minnesota
David Crowe (2008). Associate Professor of Biology. BA, Gustavus Adolphus College; PhD, University of Minnesota.
D
Cathleen A. Dalglish (1986). Professor of English. BA, Saint Catherine University; MFA, Vermont College; PhD, The Union
Institute and University.
Jill A. Dawe (1994). Associate Professor of Music. BM, Memorial University of Newfoundland; MM, DMA, Eastman
School of Music.
Ankita Deka (2008). Associate Professor of Social Work. BA, Delhi University; MA, Tata Institute of Social Sciences; PhD,
Indiana University.
Benjamin Denkinger (2011). Assistant Professor of Psychology. BA, Hamline University; PhD, University of Minnesota.
Jacqueline R. deVries Jones (1994). Professor of History. BA, Calvin College; MA, PhD, University of Illinois at UrbanaChampaign.
Douglas J. Diamond (2005). Orchestra Director, Assistant Professor of Music. BM, MM, The Mannes College of Music.
Jennifer D. Diaz (2015). Assistant Professor of Education. BS, MS, PhD, University of Wisconsin-Madison.
George Dierberger (2012). Assistant Professor of Business Administration. BA, University of Minnesota; MBA, Fairleigh
Dickinson University; MIM, EdD, University of St. Thomas.
Suzanne I. Dorée (1989). Professor of Mathematics. BA, University of Delaware; MA, PhD, University of WisconsinMadison.
Susan Druck (1993). Instructor of Music. BA, Iowa State University; MA, University of Iowa.
224
Rebekah Dupont (2012). Associate Professor of Mathematics, and Director, STEM Programs. BA, University of
Wisconsin-Madison; PhD, Washington State University.
E
Wesley B. Ellenwood (2002). Assistant Professor of Communication Studies. BA, University of Minnesota; MFA, Syracuse
University.
Darcey K. Engen (1997). Associate Professor of Theater Arts. BA, Augsburg College; MFA, University of WisconsinMadison.
Carol A. Enke (1986). Instructor of Health, Physical Education, and Exercise Science.. BS, MEd, University of Minnesota.
Christina L. Erickson (2004). Associate Professor of Social Work. BS, University of Minnesota; MSW., University of
Minnesota – Duluth; PhD, University of Illinois – Chicago.
Joseph A. Erickson (1990). Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological
Seminary; PhD, University of Minnesota.
Dain Estes (2014). BGS, University of Kansas; JD, University of Missouri-Kansas City.
F
Ronald L. Fedie (1996). Associate Professor of Chemistry. BA, University of St. Thomas; PhD, University of Minnesota.
Zengqi Vivian Feng (2008). Associate Professor of Chemistry. BS, Linfield College; PhD, University of Illinois.
Margaret J. Finders (2014). Associate Professor of Education. BA, MA, PhD, University of Iowa.
Nancy L. Fischer (2005). Associate Professor of Sociology. BA, Hamline University; MA, The American University; PhD,
State University of New York – Albany.
Richard M. Flint (1999). Assistant Professor of Mathematics. BA, St. Olaf College; MS, Iowa State University.
Kaija Freborg (2011). Assistant Professor of Nursing. BS, University of Wisconsin, Eau Claire; MA, DNP, Augsburg College.
Stacy R. Freiheit (2005). Associate Professor of Psychology. BA, University of Central Florida; MA, PhD, Case Western
Reserve University.
Mark L. Fuehrer (1969). Professor of Philosophy. BA, College of St. Thomas; MA, PhD, University of Minnesota.
G
Keith F. Gilsdorf (2001). Professor of Economics. BS, Moorhead State University; MA, North Dakota State University;
PhD, University of Nebraska-Lincoln.
Amy Gort (2009). Associate Professor of Biology. BS, University of Wisconsin; MS, PhD, University of Illinois at UrbanaChampaign.
Douglas E. Green (1988). Professor of English. BA, Amherst College; MA, PhD, Brown University.
William D. Green (1991). Professor of History. BA, Gustavus Adolphus College; MA, PhD, JD, University of Minnesota.
Jeanine A. Gregoire (1996). Associate Professor of Education. BS, MA, PhD, University of Minnesota.
Robert C. Groven (1997). Associate Professor of Communication Studies. BA, Concordia College-Moorhead; MA, JD,
University of Minnesota.
Evren Guler (2011). Assistant Professor of Psychology. BA, University of North Carolina; PhD, University of Minnesota.
225
H
Matthew J. Haines (2001). Associate Professor of Mathematics. BA, St. John’s University; MS, PhD, Lehigh University.
Lori Brandt Hale (1998). Associate Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD,
University of Virginia.
David R. Hanson (2006). Assistant Professor of Chemistry. BA, PhD, University of Minnesota.
Jenny L. Hanson (2013). Assistant Professor of Communication Studies. BA, Augsburg College; MFA, Donau-Universität
Krems.
Milda K. Hedblom (1971). Professor of Political Science. BA, Macalester College; MA, JD, PhD, University of Minnesota.
Annie Heiderscheit (2013). Assistant Professor of Music (Music Therapy). BME, Wartburg College; MS, Iowa State
University; PhD, University of Minnesota.
Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities. BA, Augsburg College; MA,
Macalester College; MA, Columbia University; DMA, Manhattan School of Music.
Melissa Hensley (2010). Assistant Professor of Social Work. AB, MSW, Washington University; MHA, University of
Missouri–Columbia; PhD, Washington University.
Renee Hepperlen (2014). Assistant Professor of Social Work. BA, Gustavus Adolphus College, AM, University of Chicago;
PhD, University of Minnesota.
Stella K. Hofrenning (2000). Associate Professor of Economics. BS, University of Maryland; PhD, University of Illinois.
Christopher Houltberg (2011). Assistant Professor of Art. BA, Azusa Pacific University; MFA, Art Institute of Boston.
I
Ann Impullitti (2010). Assistant Professor of Biology. BS, Northern Michigan University; MS, University of Wisconsin;
PhD, University of Minnesota.
Perwaiz Ismaili (2015). Assistant Professor of Business Administration. BS, University of Illinois at Chicago; MS, PhD,
University of Texas at Dallas.
Mark D. Isaacson (1998). Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic
Institute.
J
Nancy Johnson (2015). Assistant Professor of Business Administration. BA, MBA, Augsburg College; MAcc, DeVry
University.
K
Roberta S. Kagin (1974). Professor of Music (Music Therapy). BA, Park College; BMusicEd, MMusicEd, University of
Kansas; PhD, Temple University.
Phyllis Kapetanakis (2015). Assistant Professor of Business Administration. BA, BS, Creighton University; MT, Arizona
State University.
Michael Kidd (2008). Associate Professor of Languages and Cross-Cultural Studies. BA, Pomona College; PhD, Cornell
University.
Russell C. Kleckley (2002). Associate Professor of Religion. BA, Newberry College; MDiv, Lutheran Theological Southern
Seminary; DTh, University of Munich.
226
Merilee I. Klemp (1980). Associate Professor of Music. BA, Augsburg College; MA, University of Minnesota; PhD,
Eastman School of Music.
Jenny Kluznik (2014). Assistant Professor of Physician Assistant Studies. BA, Hamline University; MPH, George
Washington University; MPA, Augsburg College.
Boyd N. Koehler (1967). Associate Professor, Librarian. BA, Moorhead State College; MA, University of Minnesota.
Bibiana D. Koh (2012). Assistant Professor of Social Work. BA, Hartwick College; MA, Columbia University; MSW, Smith
College; PhD, University of Minnesota.
Jayoung Koo (2015). Assistant Professor of Business Administration. BA, MA, Yonsei University; PhD, University of
Minnesota.
Joan C. Kunz (1987). Associate Professor of Chemistry. BS, University of Missouri-St. Louis; PhD, University of WisconsinMadison.
L
Michael J. Lansing (2005). Associate Professor of History. AB, College of William and Mary; MA, Utah State University;
PhD, University of Minnesota.
Mary Y. Lanzerotti (2014) Assistant Professor of Physics. AB, Harvard University; MPhil, University of Cambridge; MS,
PhD, Cornell University.
David V. Lapakko (1986). Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of
Minnesota.
Barbara A. Lehmann (2001). Associate Professor of Social Work. BA, Knox College; MSW,Tulane University; PhD, Case
Western Reserve University.
Audrey Lensmire (2011). Assistant Professor of Education. BA, Indiana University; MAT, National-Louis University; PhD
University of Minnesota.
Cheryl J. Leuning (1996). Professor of Nursing. BA, Augustana College; MS, University of Minnesota; PhD, University of
Utah.
Holly Levine (2009). Assistant Professor of Physician Assistant Studies. BA, Northwestern University; MD, Loyola
University Chicago.
Dallas H. Liddle (1999). Associate Professor of English. BA, Grinnell College; PhD, University of Iowa.
Rachel Lloyd (2014). Assistant Professor of Education. BA, Carleton College; MA, PhD, University of Minnesota.
Lori L. Lohman (1990). Associate Professor of Business Administration. BA, MBA, PhD, University of Minnesota.
Mary E. Lowe (2003). Associate Professor of Religion. BA, Pacific Lutheran University; MDiv, Luther Northwestern
Theological Seminary; PhD, Graduate Theological Union.
M
Caroline Maguire (2013). Assistant Professor of Education. BA, Macalester College; MA, University of Minnesota.
M. Elise Marubbio (2003). Associate Professor of American Indian Studies. BFA, Cleveland Institute of Art; MA, PhD,
University of Arizona.
Matthew Maruggi (2008). Assistant Professor of Religion. BA, MA, University of Dayton; PhD, University of St. Thomas.
David C. Matz (2001). Professor of Psychology. BA, Bemidji State University; MS, North Dakota State University; PhD
Texas A & M University.
Virginia McCarthy (2011). Assistant Professor of Nursing. BSN, Creighton University; MN, University of Washington;
DNP, St. Catherine University.
227
Kristin McHale (2014). Lecturer of Nursing. BS, Winona State University; MA, DNP, Augsburg College.
Marc C. McIntosh (2007). Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard
University; DBA, Argosy University.
Christopher T. McMaster (2015). Assistant Professor of Education. BA, California State University, Sacramento; MA,
University of London; PhD, University of Canterbury.
Bruce A. McWilliams (2014). Instructor of Music. BA, St. Olaf College; MM, University of South Florida.
Fekri Meziou (1987). Associate Professor of Business Administration. BA, University of Tunis; MA, PhD, University of
Minnesota.
Joyce P. Miller (2004). Assistant Professor of Nursing. AA, Rochester State Junior College; BS, MA, Augsburg College.
Thomas. F. Morgan (1983). Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS,
University of Oregon; PhD, University of Minnesota.
Pamela Moss (2014). Lecturer of Nursing. BS, MS, Allen College. DNP, Augsburg College.
David Murr (2008). Associate Professor of Physics. BS, Augsburg College; PhD, Boston University.
Jeremy P. Myers (2006). Associate Professor of Religion. BS, University of Minnesota; MA, PhD, Luther Seminary.
Sarah Myers (2009). Associate Professor of Theater Arts. BS, Northwestern University; MFA, PhD, University of Texas.
N
Derek R. Nikitas (2015). Associate Professor of English. BS, State University of New York at Brockport; MFA, University of
North Carolina at Wilmington; PhD, Georgia State University.
O
Susan E. O’Connor (1994). Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University.
Sandra L. Olmsted (1979). Associate Professor of Chemistry. BA, Augsburg College; MS, University of Wisconsin; PhD,
University of Minnesota.
Vicki L. Olson (1987). Professor of Education. BS, MA, PhD, University of Minnesota.
Miles Ott (2014). Assistant Professor of Mathematics. BA, Smith College; MPH, University of Minnesota; MS, Harvard
University; PhD, Brown University.
P
Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. BA, MA, Central School for
Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow.
Donna R. Patterson (2006). Assistant Professor, Education. BA, MEd, University of Minnesota.
Dale C. Pederson (1992). Associate Professor of Biology. BA, Augsburg College; PhD, University of Minnesota.
Christine Peper (2014). Assistant Professor of Education. BA, University of Minnesota; MEd, Southeastern Louisiana
University; PhD, University of Minnesota.
Joyce B. Perkins (2006). Assistant Professor of Nursing. BS, University of New Hampshire; MA, St. Mary’s College; MS,
University of Minnesota; PhD, University of Colorado.
Noel J. Petit (1984). Professor of Computer Science. BA, St. Olaf College; MS, PhD, University of Minnesota.
Pary Pezechkian-Weinberg (1994). Associate Professor of Modern Languages. BA, National University, Tehran; MA,
University of Nice; PhD, University of California, Los Angeles.
228
Diane L. Pike (1981). Professor of Sociology. AB., Connecticut College; PhD, Yale University.
Timothy D. Pippert (1999). Associate Professor of Sociology. BA, MA, PhD, University of Nebraska-Lincoln.
Q
Philip A. Quanbeck II (1987). Associate Professor of Religion. BA, St. Olaf College; MDiv, PhD, Luther Theological
Seminary.
R
Deborah L. Redmond (1981). Assistant Professor of Communication Studies. BA, MA, University of Minnesota.
Kathy J. Reinhardt (1997). Instructor of Modern Languages. MA, Middlebury College.
Ana Ribeiro (2014). Assistant Professor of Health, Physical Education, and Exercise Science. BA, UniverCidade; MS, St.
Cloud State University; PhD, University of Minnesota.
Sarah Degner Riveros (2015). BA, University of Illinois at Urbana-Champaign; MA, Ph.D, Columbia University.
M. Bridget Robinson-Riegler (1994). Professor of Psychology. BS, Indiana University; MS, PhD, Purdue University.
Nancy A. Rodenborg (2000). Associate Professor of Social Work. BS, Indiana University; MSW, University of Minnesota;
PhD, Arizona State University.
Brian A. Rood (2015). Assistant Professor of Psychology. BA, BS, Drake University; MA Illinois School of Professional
Psychology; MPH, DePaul University; MA, PhD, Suffolk University.
S
Milo A. Schield (1985). Professor of Business Administration. BS, Iowa State University; MS, University of Illinois; PhD,
Rice University.
Emily Schilling (2014). Assistant Professor of Biology and Environmental Studies. BA, Colgate University; MS, PhD,
University of Maine.
John S. Schmit (1990). Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University
of Texas.
Michael D. Schock (1993). Associate Professor of Social Work. BA, University of Washington; MSW, University of
Minnesota; PhD, University of Washington.
Deborah Schuhmacher (2014). Assistant Professor of Nursing. BS, University of North Dakota; MA, DNP, Augsburg
College.
Maggi Seybold (2014). Director of Clinical Education, Physician Assistant Studies. BS, Miami University, MS, University of
Toledo.
Christopher Smith (2011). Assistant Professor of Education. BS, MS, Purdue University; PhD, University of Minnesota,
Twin Cities.
Jody M. Sorensen (2005). Associate Professor of Mathematics. BA, St. Olaf College; MA, PhD, Northwestern University.
Peter J. Stark (2007). Assistant Professor of Business Administration. BS, Northwestern University; MBA, Pepperdine
University
Nancy K. Steblay (1988). Professor of Psychology. BA, Bemidji State University; MA, PhD, University of Montana.
Erik S. Steinmetz (1998). Assistant Professor of Computer Science. BA, Augsburg College; MS, University of Minnesota.
Stuart M. Stoller (1986). Professor of Business Administration. BS, MS, Long Island University.
229
Martha E. Stortz (2010). Bernhard Christensen Professor of Vocation and Religion. BA, Carleton College; MA, PhD, The
Divinity School, The University of Chicago.
Benjamin L. Stottrup (2005). Associate Professor of Physics. BA, University of Minnesota, Morris; PhD, University of
Washington.
Kathryn A. Swanson (1985). Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota.
Tara K. Sweeney (1992). Associate Professor of Art. BS, University of Wisconsin-Stout; MFA, Minneapolis College of Art
and Design.
T
Sonja K. Thompson (1993). Assistant Professor of Music. BM, University of Minnesota; MM, The Juilliard School.
Robert K. Tom (2002). Associate Professor of Art. BFA, University of Hawaii; MFA, Temple University.
Beliza Torres Narváez (2015). Assistant Professor of Theater Arts. BA, University of Puerto Rico; MA, New York
University; PhD, University of Texas.
Joseph Towle (2011). Assistant Professor of Spanish. BA, North Dakota State University; MA, PhD, University of
Minnesota.
Mark D. Tranvik (1995). Executive Director of Bernhard Christensen Center for Vocation. Professor of Religion. BA,
Luther College; MDiv, Yale University; ThD, Luther Seminary.
Alan J. Tuchtenhagen (2011). Interim Director, Master of Arts in Leadership. BS, Westmar College. MA, University of
Nebraska; DPA, Hamline University.
U
Joseph Underhill (1998). Associate Professor of Political Science. BA, University of California-Berkeley; MA, San Francisco
State University; PhD, University of Michigan.
Eileen Kaese Uzarek (2001). Assistant Professor of Health, Physical Education, and Exercise Science. BA, Gustavus
Adolphus College; MS, Minnesota State University, Mankato.
V
Lisa Van Getson (2012). Assistant Professor of Nursing. BS, College of St. Teresa; MA, St. Catherine University; MS,
Winona State University.
Gail Van Kanegan (2014). Assistant Professor of Nursing. BS, Blessing-Rieman College of Nursing; MS, University of
Missouri–Columbia; DNP, Augsburg College.
James A. Vela-McConnell (1997). Professor of Sociology. BA, Loyola University; PhD, Boston College.
Diane Vodicka (2008). Assistant Professor of Education. BA, North Park College; MEd, Georgia Southwestern College.
W
Bernard Walley (2011). Assistant Professor of Economics. BA, MPhil, University of Ghana; PhD, University of NebraskaLincoln.
Mzenga A. Wanyama (2006). Associate Professor of English. BA, MA, University of Nairobi; PhD, University of
Minnesota.
Martha A. (Cary) Waterman (1991). Assistant Professor of English. BA, University of Denver; BS, MA, Minnesota State
University, Mankato.
230
Shana K. Watters (2007). Associate Professor of Computer Science. AA, Northern Virginia Community College; BS, South
Dakota School of Mines and Technology; MS, MA, PhD, University of Minnesota.
Michael T. Wentzel (2011). Assistant Professor of Chemistry. BS, Creighton University; MS, University of Pennsylvania;
PhD, University of Minnesota.
Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement /Licensing. BS, St. Cloud
State University; MS, Syracuse University.
Hans H. Wiersma (2004). Associate Professor of Religion. BA, University of California, San Diego; MDiv, PhD, Luther
Seminary.
X-Y-Z
Henry Yoon (2009). Associate Professor of Psychology. BA, University of California; MA, PhD, University of Minnesota.
Maheen Zaman (2014). Assistant Professor of History. BA, SUNY Stony Brook University; MA, MPhil, PhD, Columbia
University.
John M. Zobitz (2007). Associate Professor of Mathematics. BA, St. John’s University; MA, PhD, University of Utah.
Faculty Emeriti
Ruth L. Aaskov. Professor Emerita of Modern Languages. BA, Augsburg College; MA, Middlebury College; PhD, University
of Wisconsin.
Earl R. Alton. Professor Emeritus of Chemistry/Dean Emeritus. BA, St. Olaf College; MS, PhD, University of Michigan.
Lyla M. Anderegg. Professor Emerita of Psychology. BA, University of Minnesota; MA, Northwestern University.
Barbara L. Andersen. Professor Emerita of English. BA, Northwestern College; MA, Northwestern University.
Margaret J. Anderson. Professor Emerita, Library. BS, MA, University of Minnesota.
Elizabeth Ankeny. Professor Emerita of Education. BA, Augustana College; MA, Morningside College; PhD, Colorado
State University.
John E. Benson. Professor Emeritus of Religion. BA, Augsburg College; B.D., Luther Theological Seminary; MA, PhD,
Columbia University.
Anthony A. Bibus, III (1992). Professor Emeritus of Social Work. BA, University of St. Thomas; MA, University of Virginia;
PhD, University of Minnesota.
Julie H. Bolton Professor Emerita of Theater Arts. BS, MFA, University of Minnesota.
Richard A. Borstad. Professor Emeritus of Health and Physical Education. BA, MA, PhD, University of Minnesota.
Nora M. Braun. Professor Emerita of Business Administration. BSBA, University of Missouri-Columbia; MBA, PhD,
University of Minnesota.
Maria L. Brown. Professor Emerita of Social Work. BA, MA, American University; MSW, University of Minnesota.
Francine Chakolis. Professor Emerita of Social Work. BS, Augsburg College; MSW, University of Minnesota.
Grace Dyrud. Professor Emerita of Psychology. BA, MA, PhD, University of Minnesota.
Mark J. Engebretson. Professor Emeritus of Physics. BA, Luther College; MDiv, Luther Theological Seminary; MS, PhD,
University of Minnesota.
Kenneth N. Erickson. Professor Emeritus of Physics. BA, Augsburg College; MS, Michigan State University; PhD, Colorado
State University.
Norman B. Ferguson. Professor Emeritus of Psychology. BA, Franklin and Marshall College; MS, PhD, University of
Wisconsin.
231
Marilyn E. Florian (1980). Professor Emeritus of Health and Physical Education. BA, Augsburg College; MS, St. Cloud
State University.
Henry G. Follingstad. Professor Emeritus of Mathematics. BEE, MS, University of Minnesota.
Satya P. Gupta. Professor Emeritus of Economics. BS, MS, Agra University, India; MS, PhD, Southern Illinois University.
Donald R. Gustafson. Professor Emeritus of History. BA, Gustavus Adolphus College; MA, PhD, University of Wisconsin.
Arlin E. Gyberg. Professor Emeritus of Chemistry. BS, Mankato State University; PhD, University of Minnesota.
Daniel S. Hanson. Professor Emeritus of Communication Studies. BA, Augsburg College; MA, University of Minnesota.
Edwina L. Hertzberg. Professor Emerita of Social Work. BA, Cedar Crest College; MSW, PhD, University of Minnesota.
Garry W. Hesser Professor Emeritus of Sociology. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD,
University of Notre Dame.
Norman D. Holen. Professor Emeritus of Art. BA Concordia College-Moorhead; MFA, University of Iowa.
Bradley P. Holt. Professor Emeritus of Religion. BA, Augsburg College; BD, Luther Theological Seminary; MPhil, PhD, Yale
University.
John R. Holum. Professor Emeritus of Chemistry. BA, St. Olaf College; PhD, University of Minnesota.
Gretchen Kranz Irvine. Professor Emerita of Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls;
PhD, University of Minnesota.
Irene Khin Khin Jensen. Professor Emerita of History. BA, Rangoon University, Burma; MA, Bucknell University; PhD,
University of Wisconsin.
Duane E. Johnson. Professor Emeritus of Psychology. BA, Huron College; BA, University of Minnesota; ME, South Dakota
State University; PhD, University of Minnesota.
Jeffrey E. Johnson. Professor Emeritus of Physics. BS, MS, MBA, PhD, University of Minnesota.
Martha Johnson. Professor Emerita of Theater Arts. BA, MA, PhD, University of Wisconsin.
Amin Kader. Professor Emeritus of Business Administration. BComm, University of Cairo; MBA, University of Michigan.
Kenneth S. Kaminsky. Professor Emeritus of Mathematics. AB, MS, PhD, Rutgers University.
Ashok K. Kapoor. Professor Emeritus of Business Administration. BA, MA, University of Delhi; MA, MBA, University of
Minnesota; PhD, Temple University.
Anne M. Kaufman. Professor Emeritus of Education. BS, MA, PhD, University of Minnesota.
Mary A. Kingsley. Professor Emerita of Modern Languages. BA, St. Olaf College; MA, Middlebury College.
Alvin L. Kloppen. Professor Emeritus of Health and Physical Education. BS, Augustana College; MA, University of South
Dakota.
Steven LaFave. Professor Emeritus of Business Administration. BA, MA, Michigan State University; MBA, University of
Minnesota.
Lynn E. Lindow. Professor Emerita of Education. BS, Mankato State University; MS, North Dakota State University; PhD,
University of Minnesota.
Lynne F. Lorenzen. Professor Emerita of Religion. BA, University of Iowa; MDiv, Northwestern Lutheran Theological
Seminary; MA, PhD, Claremont Graduate School.
Dawn B. Ludwig. Professor Emerita of Physician Assistant Studies. BA, University of Colorado, Denver; MS, PA
Certification, University of Colorado Health Science Center; PhD, Capella University.
Esther G. McLaughlin. Professor Emerita of Biology. BA, PhD, University of California-Berkeley.
Erwin D. Mickelberg. Professor Emeritus of Biology. BA, Augsburg College; MA, University of Minnesota.
232
Mildred “Mike” Mueller. Professor Emerita of Education. BA, MA, Central Michigan University; EdD, University of
Minnesota.
Richard C. Nelson. Professor Emeritus of History. BA, University of Nebraska; MA, PhD, University of Minnesota.
Catherine C. Nicholl. Professor Emerita of English. BA, Hope College; MA, University of Michigan; PhD, University of
Minnesota.
Beverly J. Nilsson. Professor Emerita of Nursing. BS, MS, PhD, University of Minnesota.
Norma C. Noonan. Professor Emerita of Political Science. BA, University of Pennsylvania; MA, PhD, Indiana University.
Ronald G. Palosaari. Professor Emeritus of English. BA, Bethel College; BDiv, Bethel Seminary; MA, PhD, University of
Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. BA, Eastern Michigan University; MA, PhD, University of Michigan.
Curtis M. Paulsen. Professor Emeritus of Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, The
Fielding Institute.
Lauretta E. Pelton. Professor Emerita of Education. MEd, Marquette University.
Joyce M. Pfaff. Professor Emerita of Health and Physical Education. BA, Augsburg College; MEd, University of Minnesota.
Philip A. Quanbeck, Sr. Professor Emeritus of Religion. BA, Augsburg College; BD, Augsburg Theological Seminary; MTh,
ThD, Princeton Theological Seminary.
Larry C. Ragland. Professor Emeritus of Computer Science. BS, MA, Central Missouri State College; PhD, University of
Texas at Austin.
Bruce R. Reichenbach. Professor Emeritus of Philosophy. BA, Wheaton College; MA, PhD, Northwestern University.
Glenda Dewberry Rooney. Professor Emerita of Social Work. BS, University of North Texas; MSW, University of Illinois;
PhD, University of Minnesota.
Marianne B. Sander. Dean of Students Emerita. BA, Valparaiso University; MA, University of Minnesota.
Kathryn Schwalbe. Professor Emerita of Business Administration. BS, University of Notre Dame; MBA, Northeastern
University, PhD, University of Minnesota.
Frankie B. Shackelford. Professor Emerita of Languages and Cross-Cultural Studies. BA, Texas Christian University; PhD,
University of Texas.
Charles M. Sheaffer. Professor Emeritus of Computer Science. BA, Metropolitan State University; MS, PhD, University of
Minnesota.
Eugene M. Skibbe. Professor Emeritus of Religion. BA, St. Olaf College; BT., Luther Theological Seminary; ThD, University
of Heidelberg, Germany.
Robert J. Stacke. Professor Emeritus of Music. Band and Jazz Director. BA, Augsburg College; MACI, College of St.
Thomas; PhD, University of Minnesota.
Clarice A. Staff. Professor Emerita of Social Work. BA, Augsburg College; MS, DSW, Columbia University.
Beverly Stratton. Professor Emerita of Religion. BA, MA, Boston University; ThD, Luther Seminary.
Grace K. Sulerud. Professor Emerita, Library. BA, Augsburg College; MA, University of Minnesota.
Ralph L. Sulerud. Professor Emeritus of Biology. BA, Concordia College, Moorhead; MS, PhD, University of Nebraska.
Karen T. Sutherland. Professor Emerita of Computer Science. AB, Augustana College; two MS degrees; PhD, University of
Minnesota.
Maryann Syers (1998). Professor Emerita of Social Work. BA, Arizona State University; MSW, PhD, University of
Minnesota.
Philip J. Thompson. Professor Emeritus of Art. BA, Concordia College, Moorhead; MFA, University of Iowa.
233
David L. Tiede. Bernhard M. Christensen Professor Emeritus of Vocation and Religion. BA, St. Olaf College; BD, Luther
Theological Seminary; PhD, Harvard University.
Rita R. Weisbrod. Professor Emerita of Sociology. BA, MA, University of Minnesota; PhD, Cornell University.
Mary Louise Williams. Professor Emerita of Social Work. BFA, MSW, University of Pennsylvania.
234
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Augsburg College 2015-2016 Course Descriptions
ACC
ACC221
Introduction to Financial Accounting
4 Semester Credits
Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and
preparation of financial statements.
Core Curriculum Component: Non... Show more
Augsburg College 2015-2016 Course Descriptions
ACC
ACC221
Introduction to Financial Accounting
4 Semester Credits
Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and
preparation of financial statements.
Core Curriculum Component: None
Prerequisite(s): None
ACC222
Introduction to Managerial Accounting
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): ACC221(Introduction to Financial Accounting)
ACC295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the areas of business administration.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ACC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ACC322
Accounting Theory and Practice I
4 Semester Credits
An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income
concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets.
Core Curriculum Component: None
Prerequisite(s): ACC222(Introduction to Managerial Accounting)
ACC323
Accounting Theory and Practice II
4 Semester Credits
A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to
financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to
liabilities and stockholders’ equity.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): ACC322(Accounting Theory and Practice I)
ACC324
Managerial Cost Accounting
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of
MAT163(Introductory Statistics), MAT373(Probability and Statistics I), MIS379(Quantitative Methods for Business and
Economics); ACC221(Introduction to Financial Accounting), ACC222(Introduction to Managerial Accounting),
MKT252(Principles of Marketing)
ACC326
Tax Accounting
4 Semester Credits
The more common and important provisions of planning and compliance for income taxes.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management); ACC221(Introduction to Financial
Accounting), ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ACC423
Auditing
4 Semester Credits
Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial
statements.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ACC323(Accounting Theory and
Practice II)
ACC425
Advanced Accounting
4 Semester Credits
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund
accounting.
Core Curriculum Component: None
Prerequisite(s): ACC323(Accounting Theory and Practice II)
ACC495
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and
current national and international business problems and policies.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ACC499
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Augsburg College 2015-2016 Course Descriptions
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS
AIS105
Introduction to American Indian Studies
4 Semester Credits
Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an
overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural
influences, and American Indian literature, art, music, and language.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
AIS205
Contemporary American Indians
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
AIS208
Native American Women and Film
4 Semester Credits
This course explores Native American women in film history as racial representations in Hollywood cinema, as political
and social forces in indigenous film, and as role models in documentary.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS233
Women: A Cross-Cultural Perspective
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
AIS264
American Indian in the Cinema
4 Semester Credits
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
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Augsburg College 2015-2016 Course Descriptions
film historically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial
ideologies.
Core Curriculum Component: None
Prerequisite(s): None
AIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS305
Indigenous Issues of the Americas
4 Semester Credits
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 influence about sovereignty, land
rights, economy, religion, cultural survival, women’s issues, and political movements through site visits of the dominant
culture in each country. Students will learn and interact with indigenous organizations. This course is cross-listed with
Women’s Studies. May be taken in conjunction with WST 490 or AIS 490.
Core Curriculum Component: None
Prerequisite(s): None
AIS320
American Indian Women
4 Semester Credits
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.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
AIS332
Native American Storytelling
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
AIS355
Themes in American Indian Literature
4 Semester Credits
The course is structured around a number of writers working within a particular theme such as Native Voices of
Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature,
Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing
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Augsburg College 2015-2016 Course Descriptions
and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course crosslists with English.
Core Curriculum Component: None
Prerequisite(s): None
AIS364
Indigenous Filmmakers
4 Semester Credits
Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of
indigenous media—specifically films made by Native Americans. We will explore the political and social forces at work
behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans
and provides an extraordinary range in perspectives and views that inform Native American cultures.
Core Curriculum Component: None
Prerequisite(s): None
AIS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS408
Native American Women and Film
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indians),
AIS233(Women: A Cross-Cultural Perspective), AIS264(American Indian in the Cinema), WST201(Foundations in
Women's Studies), WST205(Intro to Lesbian and Gay Studies), WST208(Native American Women and Film),
WST241(Environmental and River Politics), WST265(Women in American Culture), WST281(Topics)
AIS490
Keystone: Indigenous Issues of the Americas
4 Semester Credits
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.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: Keystone
Prerequisite(s): None
AIS495
Topics
4 Semester Credits
Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of
North and South America, and American Indian Literature Seminar.
Core Curriculum Component: None
Prerequisite(s): None
AIS498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS499
Independent Study
4 Semester Credits
An independently designed research project.
Core Curriculum Component: None
Prerequisite(s): None
ANT
ANT141
Introduction to Cultural Anthropology
4 Semester Credits
This course serves as an introduction to cultural anthropology. Course objectives include providing students with an
understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and
awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary
human problems.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
ANT295
Topics in Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ANT495
Topics in Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART
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Augsburg College 2015-2016 Course Descriptions
ART100
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART102
Design
4 Semester Credits
A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate theory
and application of basic design elements and principles.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART105
Introduction to Architectural Drawing
4 Semester Credits
This course develops basic skills involved in perceiving and representing the material environment through the study of
sketching and drawing skills.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART106
Introduction to Chinese Calligraphic Arts
4 Semester Credits
Introduction and practice of Chinese calligraphic painting and writing.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART107
Drawing
4 Semester Credits
Introduction to foundational drawing from direct observation, memory, and reference. Traditional and experimental
media and methods are explored to develop technical and formal skills in support of individual expression.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART118
Painting I
4 Semester Credits
Introduction to observational and experimental approaches and techniques in acrylic or oil painting. Color theory,
composition, painting methods, and individual expression are emphasized.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART122
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Augsburg College 2015-2016 Course Descriptions
Plein Air Sketching I
4 Semester Credits
Introduction to traditional sketching media and approaches for drawing en plein air, outside and on location. Portable,
all-weather materials and processes, and perceptual techniques are emphasized to create a sketchbook of drawings
from direct observation.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART132
Photography I
4 Semester Credits
This course introduces the technical skills, creative applications, and vocabulary of black-and-white film photography.
Technical lectures and demonstrations cover 35mm camera operation, film processing, and black-and-white darkroom
printing. Class lectures, readings, field trips, and research introduce students to the canon of photographic history,
including a broad range of genres, historical contexts, and artistic practices. Students need a 35mm single lens reflex
camera.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART180
Introduction to Community-Based Photography
4 Semester Credits
This course introduces the technical skills and creative applications of black-and-white photography with coursework
that integrates partnership and service. Art 180 combines art and social research concepts to help students understand
how the arts foster community building and engagement. Class lectures, demonstrations, ssignments, and service will
introduce students to documentary work that will be presented as portfolio to a nonprofit partner. Students need a
35mm single lens reflex camera.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART210
Drawing for Design in Architecture
4 Semester Credits
Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of
drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as
modes of perception and cognition.
Core Curriculum Component: None
Prerequisite(s): ART105(Introduction to Architectural Drawing)
ART215
Web Design I
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
This course provides an introduction to designing for the Internet. Students will learn basic skills for interactive design
and will become familiar with design software to execute their designs.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART221
Sculpture I
4 Semester Credits
An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various
materials and processes.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART223
Print Making I
4 Semester Credits
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique
methods are explored.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART224
Publication Design
4 Semester Credits
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.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART225
Graphic Design I
4 Semester Credits
This course provides an introduction to the practice of graphic design. Design principles are explored in creating and
organizing through visual communication. The focus of this class will be building the foundation in design programs such
as Adobe InDesign, Illustrator, and Photoshop, and discovering the visual language necessary to develop as creative
problem solvers.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART231
Pre-Columbian,Colonial, & Contemporary Mexican Art
4 Semester Credits
This course aims to develop an understanding and appreciation of Mexican art from the Pre-Columbian, colonial, and
contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo
Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well as
archaeological and historical sites.
Core Curriculum Component: Fine Arts
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
ART233
Collaborative Printmaking: A Press Free Approach
4 Semester Credits
This online course is designed to engage creative, imaginative, and technical processes to produce prints without a press
and to interpret works of art. Students learn water-based printmaking techniques while exploring several kinds of
collaboration. Students critically analyze works of art produced by themselves and their peers, and through this analysis
they will articulate different theories of aesthetics.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART240
Art History Survey
4 Semester Credits
A survey of art of the Western world from prehistoric to modern times.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART243
History of Architecture to 1750
4 Semester Credits
History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART244
History of Architecture after 1750
4 Semester Credits
History of architecture and city planning since 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART247
Life Drawing
4 Semester Credits
Introduction to traditional and experimental methods and techniques for drawing the human figure through direct
observation of the live nude model. Perceptual proportions, planes, and individual expression of the human form in
space are emphasized.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART249
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
ART250
Ceramics I
4 Semester Credits
An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with
theory, concept, and form.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART257
Watercolor Painting I
4 Semester Credits
Introduction to foundational techniques, and observational and experimental approaches to watercolor painting.
Exploration of color theory, composition, and individual expression are emphasized. Includes some painting outside on
location.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART265
Computer Drafting for Stage and Architecture
4 Semester Credits
Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the computer.
Students will learn how to use basic AutoCAD commands to input information, organize, layout and print 2-D drafting
plates, with an emphasis on drafting for the theater and architecture.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
ART280
Hand Papermaking and Book Arts I
4 Semester Credits
Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of text, image, and form in
the contemporary artist's book.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART290
Native American Art
4 Semester Credits
An exploration of the rich heritage of visual arts from indigenous communities of North America, surveying the dynamic
nature of Native American art spanning from pre-European contact into the present while exploring the political nature
of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet
Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and
political context surrounding Native American art.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters)
11
Augsburg College 2015-2016 Course Descriptions
ART299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART300
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART305
Junior Exhibition and Review
0 Semester Credits
Junior Exhibition and Review showcases the junior art major’s emerging style and content in a group exhibit to focus
exploration in support of the upcoming senior exhibition. A committee of art department faculty and staff conduct a
formal review of the exhibition. Junior art majors prepare and present an artist statement at the review. (Prereq.:
Completion of 16 credits)
Core Curriculum Component: None
Prerequisite(s): None
ART306
Advanced Chinese Calligraphic Arts
4 Semester Credits
Advanced practice of Chinese calligraphic painting and writing.
Core Curriculum Component: None
Prerequisite(s): ART106(Introduction to Chinese Calligraphic Arts)
ART315
Web Design II
4 Semester Credits
Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and
advanced digital design.
Core Curriculum Component: None
Prerequisite(s): ART215(Web Design I)
ART320
Typography
4 Semester Credits
Study of the history, development, structures, and application of traditional and contemporary typography; exploration
of letterforms using digital, hand-set type, and hand lettering.
Core Curriculum Component: None
Prerequisite(s): 1 of ART102(Design), ART105(Introduction to Architectural Drawing), ART106(Introduction to Chinese
Calligraphic Arts), ART107(Drawing), ART118(Painting I), ART132(Photography I), ART210(Drawing for Design in
Architecture), ART215(Web Design I), ART221(Sculpture I), ART223(Print Making I), ART224(Publication Design),
12
Augsburg College 2015-2016 Course Descriptions
ART225(Graphic Design I), ART240(Art History Survey), ART243(History of Architecture to 1750), ART244(History of
Architecture after 1750), ART247(Life Drawing), ART249(The Designed Environment), ART250(Ceramics I), ART280(Hand
Papermaking and Book Arts I), ART290(Tribal Arts and Culture), ART315(Web Design II), ART352(Women and Art),
ART360(Watercolor Painting), ART382(Scandinavian Arts), ART385(Prehistoric and Ancient Art), ART386(Medieval Art),
ART387(Renaissance and Baroque Art), ART388(Modern Art), ART389(American Art)
ART322
Plein Air Sketching II
4 Semester Credits
Advanced study of drawing en plein air emphasizes creating a sketchbook outside on location to explore advanced
observational technique, significant experiential engagement, complex composition, and emerging personal style using
portable all-weather materials and processes.
Core Curriculum Component: None
Prerequisite(s): ART122(Plein Air Sketching I)
ART330
Graphic Design II
4 Semester Credits
This studio course explores and develops concepts used in solving design problems through visual communication.
Students will explore the various tools necessary in this discipline, such as typography, layout, color, information design,
branding, packaging, and illustration.
Core Curriculum Component: None
Prerequisite(s): ART225(Graphic Design I)
ART332
Photography II
4 Semester Credits
Advanced study that focuses on refining the skills and visual vocabulary introduced in ART 132. Emphasis on portfolio
development using advanced black-and-white materials. Semester projects encourage individual creativity and
examination of critical issues in contemporary photography. Students must provide their own 35mm camera.
Core Curriculum Component: None
Prerequisite(s): ART132(Photography I)
ART333
Digital Photography
4 Semester Credits
This advanced course explores the technical, creative, conceptual, and ethical aspects of digital photography. Through a
series of lectures, demonstrations, projects, critiques, and guest presenters, students will expand their knowledge of
photography using digital technology within the fine arts context. Students will also spend time shooting assignments,
working in the computer lab, attending exhibitions, reading the text, and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ART132(Photography I), ART180(Introduction to Community-Based Photography),
ART332(Photography II)
ART340
Digital Imaging
4 Semester Credits
Exploration of visual communications in the electronic environments using various software programs to create digital
images, animation, and digital games.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
ART347
Advanced Drawing
4 Semester Credits
Advanced study of drawing emphasizes open exploration of drawing media, methods, and surfaces in support of subject
matter, themed series, individual style, and original expression.
Core Curriculum Component: None
Prerequisite(s): 1 of ART107(Drawing), ART247(Life Drawing), ART322(Plein Air Sketching II)
ART349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART351
Ceramics II
4 Semester Credits
Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and
handbuilding techniques combined with theory, concept, and form.
Core Curriculum Component: None
Prerequisite(s): ART250(Ceramics I)
ART352
Women and Art
4 Semester Credits
A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native
American women.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART355
Painting II
4 Semester Credits
Advanced study in acrylic or oil painting emphasizes individual expression and emerging style through advanced color
theory, series development, and exploration of individual subject matter, approach, and method.
Core Curriculum Component: None
Prerequisite(s): ART118(Painting I)
ART357
Watercolor Painting Il
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
Advanced study in watercolor painting emphasizes individual expression and emerging style through advanced color
theory, series development, and exploration of individual subject matter, approach, and method.
Core Curriculum Component: None
Prerequisite(s): ART257(Watercolor Painting I)
ART368
Print Making II
4 Semester Credits
Continued exploration of intaglio, relief, and mono/unique methods. Use oflarger formats, multiple plates, and an
emphasis on color are encouraged.
Core Curriculum Component: None
Prerequisite(s): ART223(Print Making I)
ART380
Hand Papermaking and Book Arts II
4 Semester Credits
Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression.
Core Curriculum Component: None
Prerequisite(s): ART280(Hand Papermaking and Book Arts I)
ART382
Scandinavian Arts
4 Semester Credits
The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture,
and design.
Core Curriculum Component: None
Prerequisite(s): None
ART385
Prehistoric and Ancient Art
4 Semester Credits
The art of the Ice Age through the Roman period to the fourth century A.D.
Core Curriculum Component: None
Prerequisite(s): None
ART386
Medieval Art
4 Semester Credits
Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART387
Renaissance and Baroque Art
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
European painting, sculpture, and architecture, from the 14th through the 18th centuries.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART388
Modern Art
4 Semester Credits
Painting, sculpture, and architecture from Neoclassicism through the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART389
American Art
4 Semester Credits
A study of early colonial through contemporary American art, architecture, and folk arts.
Core Curriculum Component: None
Prerequisite(s): None
ART390
Native American Art
4 Semester Credits
This course surveys the rich and dynamic heritage of visual arts from indigenous communities of North America,
spanning from pre-European contact into the present. Students will meet Native artists, visit a variety of Native
American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native
American art. ART390 is open to art history students only.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters); ART240(Art History Survey)
ART396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
ART399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART405
Senior Exhibition and Faculty Review
0 Semester Credits
Senior Exhibition and Faculty Review is a practical approach, exemplifying best visual arts practice and showcasing the
senior art major’s body of work through a solo or two-person exhibit. A committee of two art department faculty and
one outside department faculty/staff of choice conducts a formal review of the exhibition.
Core Curriculum Component: None
Prerequisite(s): ART305(Junior Exhibition and Review)
ART478
Sculpture II
4 Semester Credits
Advanced work in sculpture and three-dimensional design.
Core Curriculum Component: None
Prerequisite(s): ART221(Sculpture I)
ART498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ASL
ASL101
Beginning American Sign Language I
4 Semester Credits
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice
their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and
hard-of-hearing people.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
ASL102
Beginning American Sign Language II
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice
their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and
hard-of-hearing people.
Core Curriculum Component: Modern Language 2
Prerequisite(s): ASL101(Beginning American Sign Language I)
AUG
AUG101
Augsburg Seminar
0 Semester Credits
A weekly seminar linked to a course or course pair that integrates course content with learning strategies and
community-building opportunities beneficial to beginning college students. While the content course is graded on a
traditional point basis, Augsburg Seminar is graded 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)
Core Curriculum Component: None
Prerequisite(s): FIRSTYEAR(First Year Student)
AUG102
Augsburg Seminar
0 Semester Credits
This individualized directed study course is available through moodle (course management system) only to students who
did not pass AUG 101. Assignments involving reflection and engaging with campus offices and programs guide students’
progress toward graduation and future careers. A fee is charged during the semester when all requirements are
satisfactorily completed. Contact the Director of AugSem for more information.
Core Curriculum Component: None
Prerequisite(s): None
AUGEX
AUGEX1
Augsburg Experience - Non-credit International Immersion
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): AUGEX1(Augsburg Experience, Study Abroad)
AUGEX2
Augsburg Experience - Faculty/Student Research
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): AUGEX2(Augsburg Experience, Faculty/Student Research)
AUGEX3
Augsburg Experience - Non-credit Internship
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): AUGEX3(Augsburg Experience, Non-credit Internship)
AUGEX4
Augsburg Experience - Work Connections
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Augsburg College 2015-2016 Course Descriptions
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): AUGEX4(Augsburg Experience, Work Connections)
BIO
BIO102
The Biological World
4 Semester Credits
The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the
approach used by scientists to gather and analyze data and propose and test hypotheses are considered. (Three onehour lectures, one three-hour laboratory. Does not apply to the major or minor.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
BIO102L
The Biological World Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO102(The Biological World) *concurrent registration is required*
BIO103
Human Anatomy and Physiology
4 Semester Credits
A survey of the structure and function of the human body. (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.) Students are strongly encouraged to
take CHM 102 or another chemistry course before taking this class.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HPE104(Components of Fitness Training), MUS101(Materials of Music I), MUS111(Aural Skills I)
BIO103L
Human Anatomy and Physiology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO103(Human Anatomy and Physiology) *concurrent registration is required*
BIO118
Environmental Biology
4 Semester Credits
Analyze the most important issues in environmental biology with special emphasis on biodiversity, drawing particularly
from examples in Mexico. Students will learn about theoretical and applied issues regarding the ecological framework of
tropical America through lectures, required readings, fieldwork, and lab work. This course may be used as a substitute to
meet the ENV 120 requirement in the ENV major, and meets the Natural Sciences LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO118L
Environmental Biology Lab
0 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO118(Environmental Biology) *concurrent registration is required*
BIO121
Human Biology
4 Semester Credits
An introduction to basic biological principles with a human perspective and application. Includes discussion of the
molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the
sustainability of life on Earth. (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 102 before
taking this class. )
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO121L
Human Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO121(Human Biology) *concurrent registration is required*
BIO150
Introductory Biology Workshop
2 Semester Credits
An elective workshop for students concurrently enrolled in BIO 151 Introductory Biology. Students will explore topics
covered in BIO 151 in more depth using AVID-based strategies for succeeding in college-level biology courses. P/N
grading only.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*, CONSENT(Consent of Instructor)
BIO151
Introductory Biology
4 Semester Credits
First of a two-semester sequence. An introduction to biology for science majors, including cell and molecular biology,
energy metabolism, genetics. BIO 151 and 152 must be taken in sequence except by permission of instructor. (Three
hours of lecture, three hours laboratory, some Saturday field trips.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
BIO151L
Introductory Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*
BIO152
Evolution, Ecology and Diversity
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Second of a two-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for
science majors. (Three hours of lecture, four hours laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO151(Introductory Biology)
BIO152L
Evolution Ecology and Diversity Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO152(Evolution, Ecology and Diversity) *concurrent registration is required*
BIO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of BIO113(Introductory Organismal Biology), BIO114(Intro Genetics Evolution and Ecolo); All of
BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO253
Introductory Cellular Biology
4 Semester Credits
An introduction to structure and function in tissues, cells, and subcellular organelles. (Three hours lecture, four hours
laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II)
BIO253L
Introductory Cellular Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology) *concurrent registration is required*
BIO255
Genetics
4 Semester Credits
A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and
genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary
genetic model systems will be utilized in laboratory experiments. (Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics),
MPL(Math Placement Group 4), PSY215(Research Methods and Statistics I); BIO151(Introductory Biology),
BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II)
BIO255L
Genetics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO255(Genetics) *concurrent registration is required*
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Augsburg College 2015-2016 Course Descriptions
BIO297
Directed Study: Research in Biology
2 Semester Credits
Directed research with a faculty mentor. No more than two terms may be applied to minimum graduation requirements.
Requires permission of instructor and chair of the department. (Pass/No Pass only)
Core Curriculum Component: None
Prerequisite(s): None
BIO299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO351
Invertebrate Zoology
4 Semester Credits
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three
hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO351L
Invertebrate Zoology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO351(Invertebrate Zoology) *concurrent registration is required*
BIO353
Comparative Vertebrate Anatomy
4 Semester Credits
Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. A study of vertebrate
anatomy integrating the perspectives of embryology, morphology and phylogeny. (Three hours of lecture, four hours of
laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO353L
Comparative Vertebrate Anatomy Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO353(Comparative Vertebrate Anatomy) *concurrent registration is required*
BIO355
Genetics
4 Semester Credits
22
Augsburg College 2015-2016 Course Descriptions
A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and
genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary
genetic model systems will be utilized in laboratory experiments. (Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics),
PSY215(Research Methods and Statistics I)
BIO355L
Genetics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO355(Genetics) *concurrent registration is required*
BIO361
Plant Biology
4 Semester Credits
A survey of the diversity and evolution of algae and plants. Topics on plant anatomy, physiology, phylogeny, ecological
and economic importance, and plant-microbe interactions are integrated throughout. (Three hours of lecture, four
hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO361L
Plant Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO361(Plant Biology) *concurrent registration is required*
BIO369
Biochemistry
4 Semester Credits
The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are
protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic
regulation. (Three hours lecture, four hours laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology); 1 of
MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Biostatistics),
MAT248(Biostatistics), PSY215(Research Methods and Statistics I); CHM351(Organic Chemistry I)
BIO369L
Biochemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry) *concurrent registration is required*
BIO396
Internship
4 Semester Credits
23
Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
BIO397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BIO398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BIO440
Plant Physiology
4 Semester Credits
An introduction to the basic principles of how plants function. Emphasis will be on the flowering plants and the
processes involved with photosynthesis, growth, development, and water relations. The impact of abiotic and biotic
stressors on plant physiology will be discussed.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO440L
Plant Physiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO440(Plant Physiology - Co-Req) *concurrent registration is required*
BIO471
Advanced Cellular and Molecular Biology
4 Semester Credits
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, the
cytoskeleton and select additional topics. (Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry)
BIO471L
Advanced Cellular and Molecular Biology Lab
0 Semester Credits
Core Curriculum Component: None
24
Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): BIO471(Advanced Cellular and Molecular Biology) *concurrent registration is required*
BIO473
Animal Physiology
4 Semester Credits
A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and
hormonal control of these functions, emphasizing vertebrates. (Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology); 1 of
MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research
Methods and Statistics I)
BIO473L
Animal Physiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO473(Animal Physiology) *concurrent registration is required*
BIO474
Developmental Biology
4 Semester Credits
A study of development from the embryonic to adult stages. The course will focus on the physiological, molecular, and
morphological changes that occur during development. Additional topics to be covered will include evolutionary
developmental biology (evo devo), teratology, stem cells, regeneration, and cell death. (Three hours of lecture, four
hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BIO474L
Developmental Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO474(Developmental Biology) *concurrent registration is required*
BIO475
Neurobiology
4 Semester Credits
An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and motor
systems, mechanisms of learning and memory, animal behavior, and human cognition. (Three hours of lecture, four
hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO475L
Neurobiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO475(Neurobiology) *concurrent registration is required*
25
Augsburg College 2015-2016 Course Descriptions
BIO476
Microbiology
4 Semester Credits
An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with
particular attention paid to human pathogens. (Three hours lecture, four hours laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BIO476L
Microbiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO476(Microbiology) *concurrent registration is required*
BIO481
Ecology
4 Semester Credits
A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology,
energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Three hours
lecture, four hours laboratory, some Saturday field trips.)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); 1 of MAT114(Precalculus),
MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I);
BIO152(Evolution, Ecology and Diversity)
BIO481L
Ecology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO481(Ecology) *concurrent registration is required*
BIO486
Immunology
4 Semester Credits
A study of the mechanisms by which the immune system can recognize and neutralize or destroy foreign molecules and
organisms. Aspects of immune dysfunction in allergy, autoimmunity, cancer and immunodeficiency are included. (Three
hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), BIO355(Genetics); BIO253(Introductory Cellular Biology)
BIO486L
Immunology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO486(Immunology) *concurrent registration is required*
BIO490
Biology Keystone
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Augsburg College 2015-2016 Course Descriptions
2 Semester Credits
A seminar course that fulfills the keystone requirement. Several important biological issues that have ethical and societal
implication and ramifications are explored, including the topics of the vocation of a scientist, connections between faith
and science, and moral, ethical, and societal challenges faced by scientists. For senior biology majors.
Core Curriculum Component: Keystone
Prerequisite(s): None
BIO495
Special Topics in Biology
4 Semester Credits
Courses covering special topics not otherwise covered by our other course offerings. Topics may vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO495L
Topics: Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO495(Special Topics in Biology) *concurrent registration is required*
BIO497
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BUS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS200
Exploring Business as a Vocation
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
BUS
27
Augsburg College 2015-2016 Course Descriptions
BUS242
Principles of Management
4 Semester Credits
Development of the theory of management, organization, staffing, planning, and control. The nature of authority,
accountability, and responsibility; analysis of the role of the professional manager.
Core Curriculum Component: None
Prerequisite(s): None
BUS254
Entrepreneurship
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
BUS295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the areas of business administration.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS301
Business Law
4 Semester Credits
Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the
Uniform Commercial Code.
Core Curriculum Component: None
Prerequisite(s): None
BUS340
Human Resource Management
4 Semester Credits
Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective
integration of the worker with the goals of the firm and society.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS362
28
Augsburg College 2015-2016 Course Descriptions
International Business
4 Semester Credits
This course views international business from a global perspective, including views of the U.S. government and
perspectives of foreign governments. Each topic is supported with real-life case studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing
for Liberating Letters), WPL(Writing Placement Level); 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles
of Management), MKT252(Principles of Marketing)
BUS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS397
Internship
2 Semester Credits
BUS397 provides direction and support for students completing internships. Classroom meetings will be scheduled.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS399
Internship
4 Semester Credits
BUS399 provides direction and support for students completing internships. Classroom meetings will be scheduled.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS440
Strategic Management
4 Semester Credits
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various
industries and sectors.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS461
Global Business Management: Mexico and Emerging Markets - Mexico
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS465
International Management
4 Semester Credits
This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to
manage across national borders.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of
ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing
for Liberating Letters), WPL(Writing Placement Level)
BUS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CAP
CAP001
CAP Seminar
0 Semester Credits
Program (CAP). During individual meetings, students will work with an academic skills coach to develop study skills,
address affective needs, and transition to college life. Meeting time is arranged with skills coach. (.0 course; P/N grading
only; Prereq: conditional admit status).
Core Curriculum Component: None
Prerequisite(s): None
CCS
CCS100
Introduction to Cultural Studies
4 Semester Credits
This course is an introduction to the critical study of cultures and cross-cultural difference. It examines the connections
between social relations and the production of meaning. It sets the stage for global citizenship by revealing how our
"position" in the world affects the way we view, interpret, and interact with other cultures.
Core Curriculum Component: Humanities
Prerequisite(s): None
CCS295
Topics
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM
CHM102
Chemistry for Changing Times
4 Semester Credits
Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily
from inorganic chemistry. Does not count toward a chemistry major or minor. CHM 102 includes a lab section.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
CHM102L
Chemistry for Changing Times Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM102(Chemistry for Changing Times) *concurrent registration is required*
CHM115
General Chemistry I
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
This is the entry course for chemistry and related science majors, including biology and physics. Course topics include an
introduction to matter and measurements, chemical equations, stoichiometry, energetics, electronic structure, and
bonding theory. QF course. (Three one-hour lectures, one three-hour laboratory. High school chemistry recommended.
Fall and Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
CHM115L
General Chemistry I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM115(General Chemistry I) *concurrent registration is required*
CHM116
General Chemistry II
4 Semester Credits
A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and
electrochemistry. QF course. (Three one-hour lectures, one three-hour laboratory. Spring and Summer)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM115(General Chemistry I)
CHM116L
General Chemistry II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM116(General Chemistry II) *concurrent registration is required*
CHM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM351
Organic Chemistry I
4 Semester Credits
Basic periodic trends and bonding principles are emphasized with focus on the first row elements. Spectroscopic and
separation methods are introduced for both functional group and structural analysis of organic compounds, including IR,
MS, GC, NMR, and chromatography.
Core Curriculum Component: None
Prerequisite(s): CHM116(General Chemistry II)
CHM351L
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Augsburg College 2015-2016 Course Descriptions
Organic Chemistry I Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM351(Organic Chemistry I) *concurrent registration is required*
CHM352
Organic Chemistry II
4 Semester Credits
Organic functional groups are analyzed in multi-step synthesis. Retro-synthetic analysis is emphasized and practiced
including oxidations, reductions, substitutions, eliminations, and aldol reactions.
Core Curriculum Component: None
Prerequisite(s): CHM351(Organic Chemistry I)
CHM352L
Organic Chemistry II Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II) *concurrent registration is required*
CHM353
Quantitative Analytical Chemistry
4 Semester Credits
Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to
electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety
of samples, and includes trace analysis. QA course. (Three hours of lecture, one four-hour laboratory. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry (no longer offered)), CHM116(General Chemistry II); 1 of
MAT105(Applied Algebra), MPL(Math Placement Level 3)
CHM353L
Quantitative Analytical Chemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM353(Quantitative Analytical Chemistry) *concurrent registration is required*
CHM362
Chemical Thermodynamics, Statistical Mechanics, and Kinetics
4 Semester Credits
Studies three of the fundamental theoretical concepts of physical chemistry: thermodynamics, statistical mechanics, and
kinetics. (Three one-hour lectures, one four-hour laboratory).
Core Curriculum Component: None
Prerequisite(s): CHM116(General Chemistry II), MAT145(Calculus I), MAT146(Calculus II), PHY121(General Physics I),
PHY122(General Physics II)
CHM362L
Chemical Thermodynamics, Statistical Mechanics, and Kinetics Lab
0 Semester Credits
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics) *concurrent registration is
required*
CHM367
Properties of Polymers
4 Semester Credits
Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical chemistry
prerequisites to unfold the details of macromolecules. Spring, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics), CHM368(Quantum
Chemistry, Molecular Structure, and Spectroscopy); CHM352(Organic Chemistry II)
CHM368
Quantum Chemistry, Molecular Structure, and Spectroscopy
4 Semester Credits
Studies fundamental theoretical concepts of physical chemistry including: quantum mechanics with molecular structure,
spectroscopy, and interactions applications. (Three one-hour lectures, one four-hour laboratory).
Core Curriculum Component: None
Prerequisite(s): CHM116(General Chemistry II), MAT145(Calculus I), MAT146(Calculus II), PHY121(General Physics I),
PHY122(General Physics II)
CHM368L
Quantum Chemistry, Molecular Structure, and Spectroscopy Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy) *concurrent registration is
required*
CHM370
BioOrganic Chemistry
4 Semester Credits
The study of chemistry in biological systems is one of five core areas of chemistry: inorganic, organic, physical, analytical,
and biological, all exquisitely expressed in living organisms. Relationships between chemical structure, bond strengths
and resulting physical/chemical properties, acid-base and metal-catalyzed/assisted reactions, kinetics/thermodynamics,
and redox processes are studied in the context of information storage, transmission, expression, and control.
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II)
CHM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CHM398
Internship
2 Semester Credits
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
CHM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CHM464
Advanced Organic Chemistry
4 Semester Credits
Advanced mechanistic analysis of modern synthetic transformations is covered both in lecture and lab. Modern
instrumentation is used in multi-step synthesis to analyze reaction data.
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II)
CHM464L
Advanced Organic Chemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM464(Advanced Organic Chemistry) *concurrent registration is required*
CHM470
Principles of Medicinal Chemistry
4 Semester Credits
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. A prior course in biochemistry is recommended. (Spring, even years)
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II)
CHM481
Instrumental Analysis
4 Semester Credits
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, chromatography,
electroanalytical, and surface analysis methods are covered.
Core Curriculum Component: None
Prerequisite(s): CHM353(Quantitative Analytical Chemistry)
CHM481L
Instrumental Analysis Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM481(Advanced Analytical Chemistry) *concurrent registration is required*
CHM482
Advanced Inorganic Chemistry
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
Study of inorganic substances and their 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. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics), CHM368(Quantum
Chemistry, Molecular Structure, and Spectroscopy); CHM352(Organic Chemistry II)
CHM482L
Advanced Inorganic Chemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM482(Advanced Inorganic Chemistry) *concurrent registration is required*
CHM491
Chemistry Seminar
0 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
CHM495
Topics
4 Semester Credits
Study of a specific area building upon inorganic, analytical, physical, and organic chemistry.
Core Curriculum Component: None
Prerequisite(s): None
CHM497
Introduction to Chemistry Research
0 Semester Credits
Chemistry majors planning research careers need research experience before graduation that may be obtained by
working on a summer research project (not counted as a course) or by research participation during the academic year
(that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial
research projects.
Core Curriculum Component: None
Prerequisite(s): None
CHM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM499
Independent Study/Research
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM
COM111
Public Speaking
4 Semester Credits
The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech
fright. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall, spring)
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM112
Contest Public Speaking
4 Semester Credits
Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend
three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive
speaking, speaking to entertain, and/or communication analysis. Note: Students may take only one of either COM 111,
COM 112, or COM 115 for credit. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
COM115
Scientific and Technical Public Speaking
4 Semester Credits
An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational
material as introduction to public speaking, including: delivery, argumentation, persuasion, and audience analysis. This
material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or
lay audiences, and the use of technical vocabulary and notation systems. Note: Students may take only one of either
COM 111, COM 112, or COM 115 for credit.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM120
Mass Media and Popular Culture
4 Semester Credits
This course is a survey of the mass media in popular culture. Students will examine the different types of mass media
and will gain an understanding of what popular culture is and why it is important. The course examines the importance
of media criticism and the impact that media have had on culture and society. Students are encouraged to think critically
about media and media consumption.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM199
Internship
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
COM243
Studio Production
4 Semester Credits
This is an introductory television production course utilizing three cameras in a live studio environment. This course
emphasizes the demands of live television production, such as collaborative team effort, pre-production, time
management, and meeting deadlines. Through a series of exercises, students learn the skills required to produce a live
30-minute news magazine program. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
COM247
Documentary History and Theory
4 Semester Credits
This course studies the history of film’s nonfiction art form, as well as the theoretical methods of engaging the world
through a lens. Through the study of selected documentaries, students will identify and analyze the filmmaker’s point of
view and the methods used to deliver the message.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM254
Interpersonal Communication
4 Semester Credits
A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build
relationships and help to overcome communication barriers.
Core Curriculum Component: None
Prerequisite(s): None
COM260
Environmental Communication
4 Semester Credits
We are bombarded with messages about the natural world every day from many different sources. Environmental
communication comes to us through commercials, television, movies, public policy debates, the scientific and technical
sphere, and social media. Environmental messages originate from groups, organizations and individuals with a variety of
goals. COM 260 encourages a deeper understanding of our relationship with the world around us.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM280
Introduction to Communication Studies
4 Semester Credits
An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for
the field of communication studies.
Core Curriculum Component: Humanities
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
COM281
Research Methods
4 Semester Credits
This course focuses on the differing methods used by communication scholars to ask and answer questions about the
nature of human interaction. It examines various types of research methods, both qualitative and quantitative, such as
experimental research, survey research, ethnographic research, textual analysis, content analysis, and historical/critical
research.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level)
COM295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM321
Business and Professional Speaking
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), SPC111(Public Speaking)
COM329
Intercultural Communication
4 Semester Credits
This course explores cultural differences and their implications for communication, including differences in values,
norms, social interaction, and code systems.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM345
Organizational Communication
4 Semester Credits
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate
relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and
sources of communication problems.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
COM351
Argumentation
4 Semester Credits
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation.
Includes how to build and analyze public arguments that confront students in their everyday lives.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); COM280(Introduction to
Communication Studies)
COM352
Persuasion
4 Semester Credits
Examination of the process of influence in a variety of social contexts, paying special attention to the psychological
aspects of persuasion.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); COM280(Introduction to
Communication Studies), COM281(Research Methods)
COM355
Small Group Communication
4 Semester Credits
A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict
management.
Core Curriculum Component: None
Prerequisite(s): None
COM396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM398
Internship
2 Semester Credits
Core Curriculum Component: None
40
Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
COM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM405
Nonverbal Communication
4 Semester Credits
This course focuses on the nonverbal elements of communication. Nonverbal communication encompasses all
communication except the spoken word. In order to fully explore the functions of nonverbal communication in everyday
life, students will conduct a research project that looks at nonverbal communication in depth.
Core Curriculum Component: None
Prerequisite(s): COM281(Research Methods)
COM415
Advanced Critical Media Studies
4 Semester Credits
This course explores the role that various media, such as film, television, and the internet play in shaping and influencing
society. Topics covered include theories of influence and effects, representations of gender, race, and class, ownership
and democracy, and new media. After taking this course, students should possess heightened understanding and
appreciation of media’s significance and impact in the world.
Core Curriculum Component: None
Prerequisite(s): COM120(Mass Media and Popular Culture)
COM480
Public Relations/Promotional Communication
4 Semester Credits
Public relations in the modern world of communication, marketing, and business. An overview of public relations as a
career and a survey of basic promotional communication in profit and nonprofit organizations.
Core Curriculum Component: None
Prerequisite(s): None
COM490
Keystone: Critical Conversations about Vocation
4 Semester Credits
A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course
satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of COM351(Argumentation), COM352(Persuasion)
COM495
Communication Topics
4 Semester Credits
Selected topics in communication with emphasis on the use of primary sources and methodology of research.
Core Curriculum Component: None
41
Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
COM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC
CSC160
Introduction to Computer Science and Communication
4 Semester Credits
An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm
design, logical circuits, network concepts, the Internet, and programming.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
CSC170
Introduction to Programming
4 Semester Credits
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.)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
CSC170L
Introduction to Programming Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming) *concurrent registration is required*
CSC199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC210
Data Structures
4 Semester Credits
Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, one-and-one-half hours of
lab.)
42
Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4)
CSC210L
Data Structures Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC210(Data Structures) *concurrent registration is required*
CSC240
Intro to Networking and Communications
4 Semester Credits
Principles and methods of data communications, information theory, distributed processing systems, network protocols
and security, standards, network management, and general computer interfacing.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); CSC160(Introduction to Computer Science
and Communication)
CSC250
Game Programming on the Web
4 Semester Credits
An introduction to game design, HTML5, Javascript, cascading style sheets, HTML5 Canvas, theories of game mechanics
and fiction, psychological flow, game engines, interfaces, knowledge creation, complex decisions, relation of Java to
JavaScript, and videogame history. Prerequisite: CSC 170 or equivalent.
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming)
CSC272
UNIX and C
4 Semester Credits
Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of
programming methods and has done programming in some other language.
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming)
CSC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC320
Algorithms
4 Semester Credits
A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical
algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete
problems, and intractable problems.
Core Curriculum Component: None
43
Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); 1 of MAT145(Calculus I), MAT171(Discrete
Mathematics For Computing); CSC210(Data Structures)
CSC345
Principles of Computer Organization
4 Semester Credits
An introduction to computer architecture, binary representation of data, processors, instruction sets, and assembly
language programming.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures)
CSC352
Database Management and Design
4 Semester Credits
Structure of database management systems, query facilities, file organization and security, and the development of
database systems.
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming)
CSC353
Database Architecture and Design
4 Semester Credits
An introduction to the physical design and tuning of database systems. Topics include data storage, indexing, query
processing, and transaction processing with a focus on the relation database. Advanced topics include security, other
types of databases (e.g., distributed databases, client-server architectures, object-oriented), emerging technologies, and
applications.
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming)
CSC373
Symbolic Programming and Artificial Intelligence
4 Semester Credits
An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the foundation
algorithms used in the field of artificial intelligence. Applications to selected problems from artificial intelligence.
Core Curriculum Component: None
Prerequisite(s): CSC210(Data Structures)
CSC385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal
models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and
uncomputability.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT122(Calc For Social and Behavioral Scie), MAT145(Calculus I), MAT171(Discrete Mathematics
For Computing); CSC210(Data Structures)
CSC396
44
Augsburg College 2015-2016 Course Descriptions
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CSC398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CSC431
Introduction to A I Robotics
4 Semester Credits
Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CSC210(Data Structures)
CSC450
Programming Languages and Compilers I
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of CSC385(Formal Logic and
Computation Theory) *concurrent registration is acceptable*, PHI385(Formal Logic and Computation Theory)
*concurrent registration is acceptable*; CSC320(Algorithms)
CSC451
Programming Languages and Compilers II
4 Semester Credits
Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on
implementation issues.
Core Curriculum Component: Keystone
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of CSC385(Formal Logic and Computation Theory), PHI385(Formal Logic and Computation Theory);
CSC345(Principles of Computer Organization), CSC450(Programming Languages and Compilers I)
CSC457
Computer Graphics
4 Semester Credits
A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric
modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation,
virtual environments and 3D immersive rendering.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures)
CSC495
Advanced Topics in Computer Science
4 Semester Credits
Study of advanced topics from areas of computer science not included in other courses. This course may be repeated,
but may not be counted more than twice as part of the requirements for the major.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CSC499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECE
ECE345
Foundations of Preprimary Education
3 Semester Credits
Students gain understanding about philosophical, theoretical, historical, pedagogical, societal, and institutional
foundations of preprimary education. Attention is given to efforts of modern programs to adapt instruction to
developmental levels and experience backgrounds of young children and to work in partnership with parents and other
social service agencies. Field experience (20 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); PSY105(Principles of Psychology), PSY250(Child Development)
ECE346
Learning Environments for Preprimary-Aged Children
3 Semester Credits
Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and
practice. Attention is given to the integration of literacy within the classroom environment; importance of learning
through play; using different assessments of the classroom environment, student performance and program evaluation;
classroom management strategies; etc. Field experience (30 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); ECE345(Foundations of Preprimary Education)
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Augsburg College 2015-2016 Course Descriptions
ECE347
Immersion and Teaching Competence
3 Semester Credits
Students gain an understanding of how to deliver developmentally appropriate instruction and experiences. Field
experience (40 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); ECE345(Foundations of Preprimary Education), ECE346(Learning Environments for Preprimary-Aged
Children)
ECE488
Student Teaching: Preprimary
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: None
Prerequisite(s): None
ECE489
Student Teaching: Preprimary
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: None
Prerequisite(s): None
ECE545
Foundations of Preprimary Education
3 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission), PSY105(Principles of Psychology),
PSY250(Child Development)
ECE546
Learning Environments for Preprimary-Aged Children
3 Semester Credits
Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and
practice. Attention is given to the integration of literacy within the classroom environment; importance of learning
through play; using different assessments of the classroom environment, student performance and program evaluation;
classroom management strategies; etc. Field experience (30 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): ECE545(Foundations of Preprimary Education), GRADEDADMIT(Graduate Education Department
Admission)
ECE547
Immersion and Teaching Competence
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Augsburg College 2015-2016 Course Descriptions
3 Semester Credits
Students gain an understanding of how to deliver developmentally appropriate instruction and experiences. Field
experience (40 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): ECE545(Foundations of Preprimary Education), ECE546(Learning Environments for Preprimary-Aged
Children), GRADEDADMIT(Graduate Education Department Admission)
ECO
ECO112
Principles of Macroeconomics
4 Semester Credits
An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade.
Application of elementary economic theory to current economic problems. May be taken independently of ECO 113.
ECO 112 and 113 may be taken in either order.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
ECO113
Principles of Microeconomics
4 Semester Credits
An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution.
Application of elementary economic theory to market policy. May be taken independently of ECO 112. ECO 112 and 113
may be taken in either order.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
ECO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO312
Intermediate Macroeconomics
4 Semester Credits
Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of
monetary-fiscal policy, growth, and the role of expectations.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ECO112(Principles of Macroeconomics)
ECO313
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Augsburg College 2015-2016 Course Descriptions
Intermediate Microeconomics
4 Semester Credits
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and
income distribution; introduction to welfare economics.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO315
Money and Banking
4 Semester Credits
Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and
its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy.
Core Curriculum Component: None
Prerequisite(s): ECO112(Principles of Macroeconomics)
ECO318
Management Science
4 Semester Credits
Provides a sound conceptual understanding of the modern techniques of management science to prepare students to
make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio
selection, environmental protection, the shortest route, and inventory models.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
MAT105(Applied Algebra), MPL(Math Placement Level 3)
ECO350
Labor Economics
4 Semester Credits
Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and
effects upon society.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO360
International Economics
4 Semester Credits
A study of the underlying forces affecting the economic relations among nations. Development of the basis for
international trade, balance of payments, exchange rate systems, and commercial policy.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO365
Environmental Economics
4 Semester Credits
This course applies economic principles to the management and utilization of society’s environmental resources. It
analyzes the role of externalities and the public policy approaches designed to address those market failures, including
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Augsburg College 2015-2016 Course Descriptions
command/control and incentive-based strategies. Policy issues examined include air and water pollution, global
environmental issues like ozone depletion and global warming, and environmental policy for developing countries.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO370
International Economic Development
4 Semester Credits
This course studies the major factors that affect the economic standard of living in the developing world. It examines
such issues as poverty and income inequality, population growth, education and health of society, agricultural
production, environmental externalities, and the role of international trade and foreign assistance.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ECO397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ECO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ECO416
Mathematical Economics
4 Semester Credits
Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and
macroeconomic theory.
Core Curriculum Component: None
Prerequisite(s): ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics), MAT245(Calculus III),
MAT246(Linear Algebra)
ECO490
Research Methods in Econometrics
4 Semester Credits
This course provides an introduction to the application of statistical models and methods to economic problems.
Emphasis is on use of econometric software to analyze data and to test hypotheses.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of MAT105(Applied Algebra),
MPL(Math Placement Level 3); ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ECO495
Topics
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
current national and international economic problems and policies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ECO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS
ECS495CE
Topics for Paraprofessionals
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS505CE
Behavior Management: ENVOY Training
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS506CE
Health Care Externship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS508CE
Paideia Seminar Writing to Learning
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS509CE
Paideia: Guided Reading for Great Ideas
2 Semester Credits
This course is designed to assist Paideia practitioners in integrating reading techniques with seminar experiences.
Participants in the course will analyze and apply strategies in critical analysis of texts through seminars devoted to
interpretive questioning and civil discourse. The goal is to promote literacy through active reading and critical thinking
about great ideas.
Core Curriculum Component: None
Prerequisite(s): None
ECS527CE
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Augsburg College 2015-2016 Course Descriptions
Adv Stdnt Lrning through Assessment
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS541CE
Advanced Paideia Institute
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS542CE
Paideia Onsite Training
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS543CE
Paideia Institute- varible crredit -formerly EDU539
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS544CE
The Paideia Trainer
2 Semester Credits
The Augsburg Paideia Trainer course is designed to provide the Paideia practitioner with opportunities to develop
leadership skills in the area of Paideia training. The goal is to improve knowledge and skills through conducting Paideia
training seminars.
Core Curriculum Component: None
Prerequisite(s): None
ECS545CE
Paideia: Curriculum Development
2 Semester Credits
This course is designed to assist Paideia practitioners in developing curricular units for seminars. Participants in the
course will integrate the three columns of didactic, coaching, and seminars to create a cohesive unit around a content
standard or great idea. Special focus will be placed on selection of seminar texts, content standards, stages of seminar
questions, and methods of evaluation.
Core Curriculum Component: None
Prerequisite(s): None
ECS585CE
AP Courses APPROVED BY GAAC cont ed 1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
ECS590CE
Topics Grad Edu, General and TPT Cont Ed only-variable credit
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS595CE
Topics AP Not Approved 1stand2nd ti-Variable credit
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC
EDC110
Teaching in a Diverse World
4 Semester Credits
This course is designed to engage students in both an examination and critique of their own schooling and education. It
is meant to support students in developing a socio-political consciousness necessary for successful teaching in a diverse
society (Ladson-Billings, 1995). Students in this course will be asked to come to a better understanding of their own
desires to become educated people while simultaneously learning to critically examine the pathways and barriers that
exist for students of color and other marginalized youth in schools today. Through participatory action research,
students will explore a self-directed method of inquiry (problem-posing, problem solving) and hopefully learn how to
claim their own education.
Core Curriculum Component: None
Prerequisite(s): None
EDC199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC200
Orientation to Education in an Urban Setting
3 Semester Credits
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the
American school system. Field service experience in an urban P-12 school is required.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
EDC206
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how
prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural
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Augsburg College 2015-2016 Course Descriptions
content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language,
and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC210
Diversity in the School
2 Semester Credits
Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the
development of interpersonal relations skills applicable to teaching and other professional vocations.
Core Curriculum Component: None
Prerequisite(s): None
EDC211
Minnesota American Indians
2 Semester Credits
An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal
government, history, language, and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC220
Educational Technology
2 Semester Credits
Psychological and philosophical dimensions of communication through the use of instructional technology. Selection,
preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning
situations. Computer training will be included in this course.
Core Curriculum Component: None
Prerequisite(s): None
EDC310
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom
applications of theoretical constructs. Field service requirements in an educational program or P-12 school.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
EDC330
Building the Public Good: Public Achievement and Organizing: Seminar I
1 Semester Credits
This course advances the idea of democracy as a society created through the public work of everyday citizens. That work
may occur in schools or community organizations but it requires participants to think about their place as citizen
professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create
change and examine concepts and ideas central to the role the citizen in public life and provide a knowledge base about
basic organizing for the public good whether it be in schools or the broader community. Both EDC 330 and EDC 331 will
run over the span of two semesters.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); EDC331(EDC331 concurrent enrollment) *concurrent registration is required*
EDC331
Practicum in Public Achievement-Seminar I
1 Semester Credits
This course advances the idea of democracy as a society created through the public work of everyday citizens. That work
may occur in schools or community organizations but it requires participants to think about their place as citizen
professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create
change and examine concepts and ideas central to the role of the citizen in public life and provide a knowledge base
about basic organizing for the public good, whether it be in schools or the broader community. Both EDC 330 and EDC
331 will run over the span of two semesters. Field experience in a public achievement setting is required.
Core Curriculum Component: None
Prerequisite(s): None
EDC332
Building the Public Good: Public Achievement and Organizing: Seminar II
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): All of EDC330(Building the Public Good: Public Achievement and Organizing), EDC331(Practicum in Public
Achievement); EDC333(EDC333 concurrent enrollment) *concurrent registration is required*
EDC333
Practicum in Public Achievement-Practicum II
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): All of EDC330(Building the Public Good: Public Achievement and Organizing), EDC331(Practicum in Public
Achievement)
EDC353
International Education
3 Semester Credits
This course presents an examination and comparison of selected Western and non-Western educational systems as well
as an investigation of possible careers in international education.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC410
Learners with Special Needs
3 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC490
School and Society
3 Semester Credits
Emphasis on points of view about the role of school in modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC514
Research Methods
3 Semester Credits
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC522
Orientation to Education in an Urban Setting
3 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the
American school system. Field service experience in an urban P-12 school is required.
Core Curriculum Component: None
Prerequisite(s): None
EDC533
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom
applications of theoretical constructs. Field service requirements in an educational program or P-12 school.
Core Curriculum Component: None
Prerequisite(s): None
EDC544
Learners with Special Needs
3 Semester Credits
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC553
International Education
3 Semester Credits
This course presents an examination and comparison of selected Western and non-Western educational systems as well
as an investigation of possible careers in international education.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC566
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how
prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural
content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language,
and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC570
Teacher Leadership
3 Semester Credits
This course will explore generative questions about leadership, change, and our own paradigms, visions and values. We
will investigate what it means to be a teacher leader and the ways in which teachers provide leadership. Examining
theoretical models and conceptual frame works from interdisciplinary fields will offer a variety of perspectives for
providing effective teacher leadership. Participants will also have an opportunity to reflect on the foundational question
of “who am I as a leader”.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC580
School and Society
3 Semester Credits
Emphasis on points of view about the role of school in modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC585
Leadership Application Project
3 Semester Credits
The leadership application project is either a research-based study or a curriculum-based project that links issues of
leadership and education with the degree candidate’s personal interests. The character of the project will vary with the
nature of the investigation, but will always be application oriented. The central component of the LAP is the
demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of
service. P/N grading.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC588
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC591
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC592
Action Research I
3 Semester Credits
This course will introduce students to qualitative 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.
First course in a two-course sequence.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), GRADEDADMIT(Graduate Education Department Admission)
EDC593
Action Research II
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Augsburg College 2015-2016 Course Descriptions
3 Semester Credits
The second term of this course involves intensive data analysis, writing and sharing of the degree candidate’s research.
It requires active self-reflective inquiry and collaboration. The course will culminate with a symposium in which student
work will be presented in a public forum. P/N Grading.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), EDC592(Action Research I), GRADEDADMIT(Graduate Education
Department Admission)
EDC594
Performance Assessment Project
3 Semester Credits
This performance assessment course will require the students to integrate their knowledge about leadership, their sense
of themselves as education leaders, and their understanding of a specific teaching/learning problem into a solution to
the problem and a process for change. P/N grading.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC599
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDU
EDU491
Practicum and Seminar in Special Education
3 Semester Credits
A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to
take this course should consult with the special education director about a placement prior to registering for the course.
(Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.)
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
EED
EED199
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Augsburg College 2015-2016 Course Descriptions
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED200
Elementary Education Earth Science
3 Semester Credits
This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It
meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to
spend much time outside of class reading and completing assignments.
Core Curriculum Component: None
Prerequisite(s): None
EED203
Physical Science for Elementary Teachers
3 Semester Credits
Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and
force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. All elementary MSEPs for physical
science are met in this course. For elementary education majors only.
Core Curriculum Component: None
Prerequisite(s): None
EED225
Foundations of Literacy
3 Semester Credits
An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy
development in children, with special attention to English language learners. This course aims in particular to develop
students’ base knowledge as the prerequisite for later courses in literacy.
Core Curriculum Component: None
Prerequisite(s): None
EED295
Topics in Education
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED299
Directed Study
4 Semester Credits
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED311
K-6 Methods: Health
1 Semester Credits
Examination and preparation of materials and resources for health at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED312
K-6 Methods: Physical Education
1 Semester Credits
Examination and preparation of materials and resources for physical education at the kindergarten and elementary
levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED325
K-6 Methods: Literacy
3 Semester Credits
Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to
investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding
literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in
an elementary setting. Students must be registered concurrently for EED 326.
Core Curriculum Component: None
Prerequisite(s): 1 of EED225(Foundations of Literacy), EED524(Foundations of Literacy); 1 of EDADMIT(Education
Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED326(EED326 concurrent
enrollment) *concurrent registration is required*
EED326
Elementary Reading K-6 Field Experience
1 Semester Credits
Observation, analysis, and preparation of assessment tools and reading materials for K-6 students in an elementary
classroom setting. Students must be registered concurrently for EED 325.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED331
Middle School Methods Writing
2 Semester Credits
This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the
writing process, types of writing, and integrated writing across the curriculum. This course is required for students
seeking elementary licensure with a communication arts/literature specialty.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED336
Advanced Literacy Methods
2 Semester Credits
The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated
instruction in a K-6 literacy setting. (Prereq: MTLE and admission to the department and successfully completed EED
225/325.) Field experience with a student in special education or receiving English language instruction is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED341
K-6 Methods: Art
1 Semester Credits
Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED342
K-6 Methods: Music
1 Semester Credits
Examination and preparation of materials and resources for music at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED350
K-6 Methods: Mathematics
3 Semester Credits
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels.
Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
EED360
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum,
considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional
focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical
constructs to an elementary classroom. Field service in a P-6 classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
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Augsburg College 2015-2016 Course Descriptions
EED370
K-6 Methods: Social Studies/Thematics
2 Semester Credits
Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and
elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED380
Kindergarten Methods
2 Semester Credits
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED386
K-6 Methods: Children's Literature
2 Semester Credits
This course focuses on the study of literature for children and young adolescents. It includes wide reading across the
genres represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response to
literature, and using children’s literature in teaching and learning.
Core Curriculum Component: None
Prerequisite(s): None
EED399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED481
Student Teaching: Elementary K-6
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED483
Student Teaching: Elementary K-6
4 Semester Credits
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)
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED485
Student Teaching: Elementary K-6
4 Semester Credits
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)
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); CONSENT(Consent of Instructor)
EED495
Topics in Education
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED524
Foundations of Literacy
3 Semester Credits
An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy
development in children, with special attention to English language learners. This course aims in particular to develop
students’ base knowledge as the prerequisite for later courses in literacy.
Core Curriculum Component: None
Prerequisite(s): None
EED525
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Augsburg College 2015-2016 Course Descriptions
K-6 Methods: Literacy
3 Semester Credits
Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to
investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding
literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in
an elementary setting. Students must be registered concurrently for EED 326.
Core Curriculum Component: None
Prerequisite(s): 1 of EED225(Foundations of Literacy), EED524(Foundations of Literacy); 1 of EDADMIT(Education
Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED326(EED326 concurrent
enrollment) *concurrent registration is required*
EED550
K-6 Methods: Mathematics
3 Semester Credits
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels.
Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
EED560
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum,
considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional
focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical
constructs to an elementary classroom. Field service in a P-6 classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ENL
ENL000
Writing Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL101
Developmental Writing
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
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.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL111
Effective Writing
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG101(Developmental Writing), ENL101(Developmental Writing), WPL(Writing Placement Level)
ENL112
Advanced Effective Writing
4 Semester Credits
Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing
sample submitted by students upon entry to the College. The minimum passing grade is 2.0.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL217
English as a Second Language
4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized
in these two courses. Testing determines placement in these courses; and testing, as well as course performance,
determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can
receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL218
English as a Second Language
4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized
in these two courses. Testing determines placement in these courses; and testing, as well as course performance,
determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can
receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL220
Intermediate Expository Writing
4 Semester Credits
This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and
organization, the process of revision, self and peer evaluation, and the relationship between reading and writing.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL221
Intermediate Expository Writing About the Arts
4 Semester Credits
A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on
content related to subjects in the world of art and literature. Particularly aimed at art, theatre arts, and film majors.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL223
Writing for Business and the Professions
4 Semester Credits
This practical course is designed to improve writing skills for those entering business and professional careers.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL226
Introduction to Creative Writing
4 Semester Credits
The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing
poetry and short fiction, but including journal keeping and creative prose.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL227
Journalism
4 Semester Credits
An introductory newswriting course with an emphasis on writing for the print media. Students consider how to
recognize news, gather and verify facts, and write those facts into a news story.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL228
Broadcast and Online Journalism
4 Semester Credits
This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use an
intensive practice model to learn the basics of newsgathering, writing, and production for television, radio, and the
Internet.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
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Augsburg College 2015-2016 Course Descriptions
ENL229
Screenwriting
4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a
screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): None
ENL240
Introduction to Literary Study
4 Semester Credits
This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and
genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve
future literary inquiry and enjoyment.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL241
Introduction to Cinema Art
4 Semester Credits
An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film
medium. Includes the viewing and analysis of both feature length and short films, illustrating the international
development of film form and selected aesthetic movements.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL250
American Voices
4 Semester Credits
American Literature is made up of many voices that are distinct from one another in any number of ways. This course
foregrounds those voices that are usually identified by dint of ethnic rubrics. In each iteration, a specific ethnic literature
such as Hispanic, Asian American, or Jewish literature will be emphasized. Check the departmental web page for further
information or contact the instructor.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL251
Introduction to African American Literature
4 Semester Credits
This course introduces students to the foundations, development, and production of modern African-American
literature from its origins in the 18th century to the present. It will explore various literary genres, representative
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Augsburg College 2015-2016 Course Descriptions
authors, epochal texts, and ideological movements that have contributed to the shaping of the African American literary
tradition.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL255
American Indian Literature
4 Semester Credits
American Indian Literature offers a survey of contemporary American Indian writing, including non-fiction, fiction,
poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which
literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of
literature and public speaking skills through in-class presentation and small group discussion.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL260
Authors
4 Semester Credits
A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may
include “Shakespeare on Page, Stage, and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson Welles,”
“Mark Twain in the 20th Century,” and others. Check the departmental Web page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL270
Themes
4 Semester Credits
This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may
include “The Heroic Journey,” “Literature and Landscape,” “Utopian Visions,” and others. Check the departmental Web
page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL280
Genres
4 Semester Credits
Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or
challenge those conventions. Course subjects may include “History of Mystery Fiction,” “The Short Story,” “Sports and
Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and others. Check the departmental Web page for
the title of a given section.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL290
Explorations in Language and Theory
4 Semester Credits
An introductory course in applied literary or language theory. Course subjects may include “Cinema and Sexuality,”
“Strategies in Reading the Novel,” “Challenging the Gaze,” “Language and Society,” and others. Check the departmental
web page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL291
Thailand: Teaching ESL
4 Semester Credits
In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this
time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai
Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to Thai
students in a Thai secondary school.
Core Curriculum Component: Humanities
Prerequisite(s): None
ENL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL320
Fiction One
4 Semester Credits
Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout
the term, students will also read classic and contemporary short fiction, analyzing and examining the work of established
writers as they learn to identify successful short fiction while creating their own work.
Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL321
Fiction Two
4 Semester Credits
A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short
stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new
work of short fiction during this workshop term.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): ENL320(Fiction One)
ENL322
Poetry One
4 Semester Credits
Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn
to identify successful poetry as they create their own poems; they will read published poetry and listen to new and
established poets reading their own work.
Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL323
Poetry Two
4 Semester Credits
In this writing workshop, students write and revise a collection of poems to be produced as a chapbook. Some of the
poems written during this semester will be experiments with formal verse, such as villanelles and sestinas.
Core Curriculum Component: None
Prerequisite(s): ENL322(Poetry One)
ENL324
Creative Non-Fiction
4 Semester Credits
In this writing workshop, students develop a portfolio of creative works in the “fourth genre,” which may include
memoir; personal essays; flash nonfiction; researched feature stories; mixed media, hypertext, and fragmented
nonfiction; and lyric essays.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL226(Introduction to Creative Writing)
ENL325
Playwriting I
4 Semester Credits
An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script
analysis, and techniques for the development of playscripts from idea to finished product.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL326
Playwriting II
4 Semester Credits
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will
revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I)
ENL327
Advanced Reporting
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
This course introduces students to gathering, analyzing, and presenting quantitative data by using computers and other
sources. The course also incorporates off-campus resources to provide students with real-world experience of how data
are incorporated into print, broadcast, and online journalism. This course is designed for persons wishing to explore use
of quantitative data and for those preparing to enter the communication professions.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of MAT105(Applied Algebra),
MPL(Math Placement Level 3); 1 of CHM106(Principles of Chemistry II), CHM115(General Chemistry I), CHM116(General
Chemistry II), HON220(The Scholar Scientist), MAT114(Precalculus), MAT129(Practical Applications of Math),
MAT137(Mathematics for Elementary Teachers I), MAT138(Mathematics for Elementary Teachers II), MAT145(Calculus
I), MAT146(Calculus II), MAT163(Introductory Statistics), MAT173(Mathematics of Finance), PHY103(Conceptual
Physics), QFCOM(QF COM Transfer Course), QFENL(QF ENL Transfer Course), SCI110(Natural Science I)
ENL330
Shakespeare
4 Semester Credits
Study of the bard’s major plays-comedies, histories, tragedies, and romances-for their literary, dramatic, and cultural
significance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL332
British Literature: Renaissance and Reformation
4 Semester Credits
A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation
of the 14th century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost. Themes include “the
enchantment of evil”; the hero as lover and courtier; utopian dreams and the literature of conquest; the writer as
politician; and the challenges to religious certainty in a post-Ptolemaic universe. Major writers include Marlowe,
Spenser, Shakespeare, More, and Donne.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL333
British and American Literature of the 17th and 18th Centuries: Strange Shores
4 Semester Credits
British and American writers of this period are surveyed, with attention to the historical, intellectual and social
influences of the major literary movements on both sides of the Atlantic.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
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Augsburg College 2015-2016 Course Descriptions
ENL334
Reason and Romanticism
4 Semester Credits
This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early
19th-century Britain. The famous “big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in
the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres,
including Austen, Wollstonecraft, and Scott.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL336
Age of Victoria
4 Semester Credits
If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century.
Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914
in all four major genres of poetry, fiction, drama, and essay.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL337
The British Novel
4 Semester Credits
This course traces two great structuring ideas - the love plot and the education plot - in the rise and development of the
British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing
the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe,
Richardson, Austen, Trollope, Bronte, Eliot, and others.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL338
British and Commonwealth Drama
4 Semester Credits
A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or
thematically. Sample topics include “Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,” and
“What Is My Nation?” Readings range from the Middle Ages to the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
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Augsburg College 2015-2016 Course Descriptions
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL339
Modern British and Irish Writers
4 Semester Credits
Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism,
experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence,
Samuel Becket, and Muriel Spark are among the authors surveyed.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL350
Readings in African American Literature
4 Semester Credits
This course offers a chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding
both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer
may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the
departmental web page for a given section’s emphasis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate
Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art),
ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature),
ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL351
19th Century American Literature
4 Semester Credits
Covers the intellectual and social environment that affected the writers of the period. Many different genres - slave
narratives, romances, tall tales, epic poetry - are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain,
Emerson, Dickinson, James, and Wharton are among the authors surveyed.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL352
American Literature from 1900 to 1945
4 Semester Credits
Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the
Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald,
Faulkner, Hemingway, Hughes, and Hurston are among the writers considered.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
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Augsburg College 2015-2016 Course Descriptions
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL353
American Literature from 1945
4 Semester Credits
Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer,
Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories
anthologies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL354
Contemporary American Poetry
4 Semester Credits
A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology
Contemporary American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best
American Poetry series.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL355
Themes in American Indian Literature
4 Semester Credits
The course is structured around a number of writers working within a particular theme such as Native Voices of
Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature,
Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing
and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL358
Readings in American Drama
4 Semester Credits
A variable survey of American drama from the early 20th century to the present, organized historically and/or
thematically. Sample topics include "American Families", "Blacks and Whites", and "Sex and Self on the American Stage".
Readings range from O’Neill and Treadwell to Shanley and Parks.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
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Augsburg College 2015-2016 Course Descriptions
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL360
The Classical Tradition
4 Semester Credits
A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante.
Works are studied with reference to their mythological foundations, their cultural background, their influence on later
literature, and their enduring relevance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL361
The Medieval World
4 Semester Credits
A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes
themes of cultural collision and synthesis: pagans - both classical and “barbarian” - and Christians; Islam and
Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly
and profane love; and visions of heaven and hell.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL362
Renaissance to Modern Literature
4 Semester Credits
Study of masterpieces of literature, chiefly European, from the Renaissance to the modern period, including such
authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL365
Contemporary Post Colonial Fiction
4 Semester Credits
This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the
Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language,
culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural,
and social contexts. Cross-listed with Women’s Studies.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL367
Women and Fiction
4 Semester Credits
The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected
women’s writing (including race and class), the reflection of women’s unique experience in their writing, and the ways in
which women writers have contributed to and modified the Western literary heritage. This course is cross-listed with
Women’s Studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate
Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art),
ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature),
ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL368
Readings in World Dramas
4 Semester Credits
A variable survey of drama in translation from around the world, organized historically and/or thematically. Sample
topics include “Classical Theaters,” “Spanish and Latin American Drama from the Renaissance to the Present,” “Social
Issues in Contemporary World Drama.”
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL371
History of Cinema
4 Semester Credits
A chronological survey of the development of cinema from the inception of the moving image in the late 19th century
through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be
placed on important international cinematic artistic movements, such as Italian neorealism and the French New Wave,
on cultural contexts that influenced the reception of film art, and on technological advancements that altered the
medium and influenced both narrative and documentary filmmakers.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL380
Introduction to the English Language
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
A structural and historical overview of theoretical and social issues concerning the English language, including theories
of language acquisition.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL385
Language and Power
4 Semester Credits
Students will consider both spoken and written examples of language as a means of establishing, maintaining, or
revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which
speakers and writers can both create and revise reality via the language they use.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL391
Thailand: Teaching ESL
4 Semester Credits
In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this
time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai
Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to Thai
students in a Thai secondary school.
Core Curriculum Component: Humanities
Prerequisite(s): None
ENL394
Composition Theory and Practice
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL396
Internship in Teaching Writing
4 Semester Credits
This course is required for all Communication Arts/Literature licensure students. It is normally taken with students
enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn
methods useful in teaching composition.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ENL397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENL410
Advanced Studies in Literature
4 Semester Credits
Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The Unteachable Novel,” “Studies in
the American Romance,” “Black and White and Red All Over: Film Noir, Communism, and Race,” and others. Check the
departmental web page for the subject of a specific term, and get a complete course description in the English
Department.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and
American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of
Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish
Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature),
ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary
American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The
Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary
Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema),
ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory),
ENL394(Composition Theory and Practice)
ENL420
Advanced Studies in Writing
4 Semester Credits
The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the creation
of a publishable or performable completed product. The topic changes; check the departmental Web page.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL320(Fiction One), ENL321(Fiction Two), ENL322(Poetry One), ENL323(Poetry Two),
ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting),
THR325(Playwriting I)
ENL427
Advanced Studies in Media , Ethics, and Theory
4 Semester Credits
This course acquaints students with the concepts and functions of the news media in global society, exploring the
interaction of ethical and legal principles of American journalism and considering the role of the news media in
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Augsburg College 2015-2016 Course Descriptions
historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and
situations that arise now in a digitized information world. Students will study the special position given the media in the
United States and will consider First Amendment protections and the media’s responsibilities to inform the public in a
free and democratic society.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL226(Introduction to Creative Writing), ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of
ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting)
ENL430
Advanced Studies in Theory and Method
4 Semester Credits
Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past
and current critical theories. Possible course topics include “Is There a Gay Literature?” “Realism Reconsidered,”
“Cognition, Meaning and Interpretation,” “Eco-criticism and the Nature of Reading,” “Readings in Theory,” and others.
Check the departmental Web page for the subject of a specific term, and get a complete course description in the
English Department.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and
American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of
Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish
Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature),
ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary
American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The
Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary
Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema),
ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory),
ENL394(Composition Theory and Practice)
ENL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL499
Independent Study
4 Semester Credits
Honors studies must be directed by a professor chosen by the student and approved by the department. Independent
study projects not designated for honors must be approved by the Chair of the department.
Core Curriculum Component: None
Prerequisite(s): None
ENL510
Residency in Creative Writing I
4 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
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Augsburg College 2015-2016 Course Descriptions
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the candidate’s
status as an entering, second year or graduating student.
Core Curriculum Component: None
Prerequisite(s): None
ENL511
Mentorship I
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the
student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of
canonical and contemporary readings in the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL512
Critical and Creative Reading I
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts
on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert
writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process.
Core Curriculum Component: None
Prerequisite(s): None
ENL513
Mentorship II
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the
student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of
canonical and contemporary readings in the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL514
Critical and Creative Reading II
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts
on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert
writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process.
Core Curriculum Component: None
Prerequisite(s): None
ENL520
Residency in Creative Writing II
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the candidate’s
status as an entering, second year or graduating student.
Core Curriculum Component: None
Prerequisite(s): None
ENL521
Mentorship III
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the
student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of
canonical and contemporary readings in the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL522
Critical and Creative Reading III
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts
on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert
writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process.
Core Curriculum Component: None
Prerequisite(s): None
ENL523
Mentorship IV
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the
student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of
canonical and contemporary readings in the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL524
Critical and Creative Reading IV
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts
on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert
writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
ENL525
Teaching Writing: Practice and Theory
4 Semester Credits
This course covers the practical and theoretical study of expository and creative writing pedagogies. MFA students work
with accomplished faculty on curriculum and syllabi development, generation and revision of writing, workshop
techniques, evaluation, and new media. During the term, students gain experience by completing an internship in the
teaching of writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency
in Creative Writing III)
ENL526
Literary Translation Practicum
4 Semester Credits
A semester-long practicum in the theory and practice of literary translation, culminating in the student's translation of a
major literary work.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency
in Creative Writing III)
ENL527
Publishing I
4 Semester Credits
The first of a two-semester practicum in the art, craft, and business of book publishing, Publishing I (ENL 527) features
three areas of study: book-publishing overview, acquisitions, and editing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency
in Creative Writing III)
ENL528
Publishing II
4 Semester Credits
The second of a two-semester practicum in the art, craft, and business of book publishing, Publishing II (ENL 528)
focuses on four areas: book design, production, marketing, and distribution.
Core Curriculum Component: None
Prerequisite(s): ENL527(Publishing I)
ENL530
Residency in Creative Writing III
4 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the candidate’s
status as an entering, second year or graduating student.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
ENV
ENV100
Environmental Connections
4 Semester Credits
An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world
and examines the connections we share as people living simultaneously in human community and in physical
environments. In examining these connections, we depend on the insights offered by political science, biology,
economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues
examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of the course is
the application of knowledge gained in the class to a campus project.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
ENV120
Environmental Science
4 Semester Credits
An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative
perspectives.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
ENV120L
Environmental Science Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): ENV120(Environmental Science) *concurrent registration is required*
ENV310
Environmental Politics Field Seminar
4 Semester Credits
This course will provide students with the opportunity to explore first-hand the environmental politics in the United
States or various other locations depending on the offering. Students will apply concepts learned in earlier
environmental studies courses and engage in field research on a topic of their choice, as a step toward their keystone
research project for the major. Locations include the Mississippi River, Central America, and Tanzania, depending on the
term.
Core Curriculum Component: None
Prerequisite(s): 1 of ENV100(Environmental Connections), POL241(Environmental and River Politics)
ENV397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV399
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Augsburg College 2015-2016 Course Descriptions
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV490
Environmental Studies Independent Project
4 Semester Credits
An independently-designed project (approved by the program director and a committee of three environmental studies
faculty representing at least two academic divisions) that displays a student’s ability to synthesize interdisciplinary
approaches, demonstrate higher-level learning, and examine vocational issues through the study of an environmental
problem. Vocational questions will also be formally explored.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); BIO152(Evolution, Ecology and
Diversity), ENV100(Environmental Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History),
SWK210(Environmental Justice and Social Change)
ENV492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion
of an applied group project or independently-designed thesis.
Core Curriculum Component: Keystone
Prerequisite(s): ENV100(Environmental Connections), ENV120(Environmental Science), ENV399(Internship), HIS316(U.S.
Urban Environmental History), SWK210(Environmental Justice and Social Change)
ENV499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE
ESE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE220
Introduction to Human Geography
3 Semester Credits
This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of
geography through the examination of world geographic patterns and processes. Major topics include population
distribution; cultural characteristics and cultural landscapes; political integration and disintegration; economic land use;
settlements and urbanization. This course will meet the Minnesota Standards of Effective Practice in Geography for
middle school and high school social studies license.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
ESE298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE300
Reading/Writing in the Content Area
3 Semester Credits
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE310
5-12 Methods: Social Studies
3 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods:
Social Studies. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE311
Middle School Methods: Social Studies
2 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods:
Social Studies. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE325
Creating Learning Environments
3 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Fieldwork
experience required. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of
the main aims of this course will be to continue the process of thinking, talking and writing effectively about questions
and matters of education. This will be informed by class readings, field work and observations, personal experiences and
class discussion. It is a goal of the course that students leave more informed about different modes of thinking and
learning and, by extension, different modes of teaching and how to effectively relate these forms of cognition both
verbally as well as in the written word.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE330
5-12 Methods: Mathematics
3 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School
Methods: Mathematics. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE331
Middle School Methods: Mathematics
2 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School
Methods: Mathematics. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE340
5-12 Methods: Natural Science
3 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School
Methods: Science. Field service in a middle school classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE341
Middle School Methods: Natural Science
2 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School
Methods: Science. Field service in a middle school classroom required.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE350
5-12 Methods: Literature and Reading
3 Semester Credits
Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional
strategies and curriculum development. Also required for elementary concentration in communication arts/literature.
Fieldwork experience required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE351
5-12 Methods: Speaking and Listening
2 Semester Credits
Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies
and curriculum development. Required for communication arts/literature license.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE360
K-12 Methods: Visual Arts
3 Semester Credits
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum
development. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE370
K-12 Methods: Music
3 Semester Credits
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development.
Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE396
Internship *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE399
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Augsburg College 2015-2016 Course Descriptions
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE481
Student Teaching: Secondary
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE483
Student Teaching: Secondary
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE485
Student Teaching: Secondary
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); CONSENT(Consent of Instructor)
ESE498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
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Augsburg College 2015-2016 Course Descriptions
ESE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE500
Reading/Writing in the Content Area
3 Semester Credits
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ESE525
Creating Learning Environments
3 Semester Credits
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Fieldwork
experience required. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of
the main aims of this course will be to continue the process of thinking, talking and writing effectively about questions
and matters of education. This will be informed by class readings, field work and observations, personal experiences and
class discussion. It is a goal of the course that students leave more informed about different modes of thinking and
learning and, by extension, different modes of teaching and how to effectively relate these forms of cognition both
verbally as well as in the written word.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESL
ESL310
Second Language Acquisition
2 Semester Credits
This course provides examines the process of acquiring an additional language. Multiple theories of second language
acquisition, the differences between first and second language acquisition, and recent work in neurolinguistics will be
examined. The class is designed for people who plan to teach, thus attention will be paid to the implications of research
for language instruction.
Core Curriculum Component: None
Prerequisite(s): None
ESL320
Introduction to Linguistics
2 Semester Credits
This course addresses three central goals of language study: 1.) Understanding “grammar” as a human capacity that
allows us to learn, use, and understand language; 2.) Understanding the structure of language and the components of
language study; and 3.) Describing features of the English language: its sound system, its word formation processes, its
sentence structures, and its rules for meaning
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
ESL330
History and Structure of the English Language
3 Semester Credits
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on
developing students’ ability to describe language and effectively teach language structures. The history and
development of the English language and the phenomenon of language change will also be covered.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); ESL310(Second Language Acquisition), ESL320(Introduction to Linguistics)
ESL340
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and
implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first
language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement.
Core Curriculum Component: None
Prerequisite(s): ESL310(Second Language Acquisition)
ESL410
ESL Testing and Evaluation
2 Semester Credits
This course provides an overview of procedures and instruments used in identifying and assessing English learners. State
and national policies regarding ELL assessment will be covered. Current uses of standardized language proficiency tests
and academic content tests will be discussed. The course also examines classroom and authentic assessment and seeks
to build teacher skill in these areas.
Core Curriculum Component: None
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy)
ESL420
ESL Methods
3 Semester Credits
This course provides an overview of English as a second language teaching methods and materials, focusing on preparing
students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL
pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience.
Core Curriculum Component: None
Prerequisite(s): 1 of ESL330(History and Structure of the English Language), ESL510(History and Structure of the English
Language); 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition), ESL410(ESL Testing
and Evaluation)
ESL481
Student Teaching: Elementary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
ESL483
Student Teaching: Elementary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL485
Student Teaching: Secondary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL487
Student Teaching: Secondary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); EDADMIT(Education Department Admission)
ESL490
Language, Culture, and Schools
3 Semester Credits
This course explores the way relationships among language, culture, schools and society impacts the school experience
and language minority students. The course connects concepts from sociolinguistics and examines how educators can
best create school environments that serve the needs of their English learners.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition)
ESL510
History and Structure of the English Language
3 Semester Credits
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on
developing students’ ability to describe language and effectively teach language structures. The history and
development of the English language and the phenomenon of language change will also be covered.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ESL520
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Augsburg College 2015-2016 Course Descriptions
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and
implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first
language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement.
Core Curriculum Component: None
Prerequisite(s): None
ESL530
Language, Culture, and Schools
3 Semester Credits
This course explores the relationships between language, culture, schools and society and the way that these
relationships impact the school experience of language minority students. The course provides an introduction to the
study of sociolinguistics and examines how educators can best create school environments that serve the needs of their
English learners.
Core Curriculum Component: None
Prerequisite(s): None
ESL540
ESL Methods
3 Semester Credits
This course provides an overview of English as a second language teaching methods and materials, focusing on preparing
students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL
pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience.
Core Curriculum Component: None
Prerequisite(s): None
ESL599
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FAR
FAR111
Beginning Farsi I
4 Semester Credits
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding,
speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other
Farsi-speaking countries such as Afghanistan and Tadjikstan.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
FAR112
Beginning Farsi II
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding,
speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other
Farsi-speaking countries such as Afghanistan and Tadjikstan.
Core Curriculum Component: Modern Language 2
Prerequisite(s): FAR111(Beginning Farsi I)
FAR295
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): FAR112(Beginning Farsi II)
FIA
FIA206
Sights and Sounds of Europe
4 Semester Credits
FIA 206 Sights and Sounds of Europe Visit key cultural and historical sites and attend musical performances in European
cities to learn to see and listen deeply. Respond to these experiences through sketching, and art and music appreciation.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FIN
FIN240
Personal Finance
4 Semester Credits
Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate,
investments, retirement, and estate planning.
Core Curriculum Component: None
Prerequisite(s): None
FIN331
Financial Management
4 Semester Credits
This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure,
and working capital management.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
MAT105(Applied Algebra), MPL(Math Placement Level 3); ACC221(Introduction to Financial Accounting)
FIN399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FIN433
Financial Theory: Policy and Practice
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies,
raising capital, risk management, corporate restructuring, and corporate governance.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management)
FIN438
Investment Theory
4 Semester Credits
This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics
include valuation principles and practices, risk and return analysis, and derivatives.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
FIN460
International Finance
4 Semester Credits
This course develops tools for practicing multinational financial management including: currency exchange rates, risk,
forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting
and macroeconomic identities for current account and trade deficits. This course extends the framework of financial
management to include international transactions as well as ethical considerations.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management)
FLM
FLM124
Monster Movies
4 Semester Credits
Monster Movies is a survey course that explores the history and impact that imaginary and wicked persons, animals, or
things in film have had on our culture. Utilizing portions of historically significant monster movies, students will analyze
the construction of these cinematic creatures and investigate why audiences enjoy being frightened.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM180
Film Sight and Sound
4 Semester Credits
This is a beginning-level production course that explores the language of film by way of its aesthetic roots, technological
history, and the vocabulary associated with visual story telling. Students will analyze scenes at the shot-by-shot level
while learning the creative potential of the moving image. Students then incorporate these lessons into their own work.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM216
Film Production I
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
This is an introductory film production course that explores the short narrative story form. Students will write, shoot,
and edit four 16mm silent black & white films. This course explores the collaborative nature, technical requirements,
and creative demands of telling stories through film.
Core Curriculum Component: None
Prerequisite(s): FLM180(Film Sight and Sound)
FLM229
Screenwriting
4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a
screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): None
FLM230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a
series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative
painting project students will develop the required skills and understanding of what it means to be a scenic artist and
what role the scenic artist plays in artistry of theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM240
Animation
4 Semester Credits
This course provides a foundation in the basic principles and techniques of animation. Students will consider the
practice, theory, and cultural function of animation in film, television and new media as they create several animated
shorts. Emphasis is placed on creating animations using motion picture software and new media tools.
Core Curriculum Component: None
Prerequisite(s): None
FLM260
Documentary Production I
4 Semester Credits
This is an introductory video production course that explores documentary’s nonfiction art form. Through a series of
four video projects, students learn the elements and structure of stories that observe the world through a lens.
Emphasis will be placed on research and story development, as well as learning through collaboration during production.
Core Curriculum Component: None
Prerequisite(s): COM247(Documentary History and Theory), FLM180(Film Sight and Sound)
FLM295
Film Topics
4 Semester Credits
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
FLM312
Film Production II
4 Semester Credits
This intermediate 16mm production course builds on the lessons and skills learned in FLM 216, with the addition of
negative color photography and synchronized sound. Each student creates three narrative film projects with a
collaborative team where they experience the tasks of writing, directing, shooting, and editing.
Core Curriculum Component: None
Prerequisite(s): FLM216(Film Production I)
FLM348
Intermediate Video Production
4 Semester Credits
This course explores the potential of digital cinema. Building on the lessons learned in COM 247, emphasis will be placed
on the visual aesthetic of the digital image while exploring the craft of storytelling. Each student will produce projects in
each of film’s three main genres: narrative, documentary, and experimental.
Core Curriculum Component: None
Prerequisite(s): FLM260(Documentary Production I)
FLM390
Documentary Film: Location Keystone
4 Semester Credits
This is a short-term study abroad seminar designed to fulfill the Augcore Keystone requirement. Any Film Studies,
Communication Studies, American Indian Studies, and English students with good standing may enroll in the 390 course.
Core Curriculum Component: None
Prerequisite(s): COM247(Documentary History and Theory), FLM216(Film Production I)
FLM397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM420
Issues in Contemporary Cinema
4 Semester Credits
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our
purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a
sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and
impact.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of COM247(Documentary History and Theory), ENL371(History of Cinema)
FLM490
Film Studies Keystone: Critical Conversations about Film and Vocation
4 Semester Credits
FLM 490 is a keystone course required for the major, and enrollment is normally restricted to students who have nearly
finished their coursework. This final production seminar emphasizes the creation of both a team-produced long-form
video and individual vocational portfolios required for the transition to professional life.
Core Curriculum Component: Keystone
Prerequisite(s): FLM216(Film Production I), FLM260(Documentary Production I), FLM420(Issues in Contemporary
Cinema)
FLM495
Topics
4 Semester Credits
Selected topics in film with emphasis on professional standards at every step of the finished project.
Core Curriculum Component: None
Prerequisite(s): None
FLM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE
FRE111
Beginning French I
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations,
classroom practice, and readings, these courses work toward the discovery of French culture and way of life.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
FRE112
Beginning French II
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations,
classroom practice, and readings, these courses work toward the discovery of French culture and way of life.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE111(Beginning French I), FRELANG(French Language Placement)
FRE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
FRE211
Intermediate French I
4 Semester Credits
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and
developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE112(Beginning French II), FRELANG(French Language Placement)
FRE212
Intermediate French II
4 Semester Credits
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and
developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE211(Intermediate French I), FRELANG(French Language Placement)
FRE295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE311
French Conversation and Composition
4 Semester Credits
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in
French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. A prerequisite to
other upper division courses.
Core Curriculum Component: None
Prerequisite(s): 1 of FRE212(Intermediate French II), FRELANG(French Language Placement)
FRE331
French Civilization: Historical Perspective
4 Semester Credits
A study of the diversified development of the French from their beginnings to the modern period. Special attention to
cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive
use of audio-visual materials. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE332
French Civilization Today
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people
and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and
periodicals. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE351
Survey of French Literature I
4 Semester Credits
The study of major French authors and literary movements in France through the reading of whole literary works where
possible. Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE353
Survey of French Literature II
4 Semester Credits
The study of major French authors and literary movements in France through the reading of whole literary works where
possible. Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FRE411
Advanced French Conversation and Composition
4 Semester Credits
By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires
extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of
expression, refinements in style and organization.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); FRE311(French Conversation and
Composition)
FRE495
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE499
Independent Study
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER
GER111
Beginning German I
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German.
Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short
conversations.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
GER112
Beginning German II
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German.
Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short
conversations.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER111(Beginning German I), GERLANG(German Language Placement)
GER199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER211
Intermediate German I
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on
extending range of vocabulary and idiomatic expression through reading and discussion of materials representing
contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER112(Beginning German II), GERLANG(German Language Placement)
GER212
Intermediate German II
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on
extending range of vocabulary and idiomatic expression through reading and discussion of materials representing
contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER211(Intermediate German I), GERLANG(German Language Placement)
GER295
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Augsburg College 2015-2016 Course Descriptions
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER311
German Conversation and Composition
4 Semester Credits
Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in
colloquial German. Intensive practice in speaking is supplemented with exercises in written composition.
Core Curriculum Component: None
Prerequisite(s): 1 of GER212(Intermediate German II), GERLANG(German Language Placement)
GER331
German Civilization and Culture I
4 Semester Credits
Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European
origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER332
German Civilization and Culture II
4 Semester Credits
Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The
contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the
German-speaking peoples. In German.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER351
Survey of German Literature I
4 Semester Credits
The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon;
from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the
Renaissance, the Reformation, and the Enlightenment.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER354
Survey of German Literature II
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of
figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and
plays bring alive the drama and conflicts that characterized the birth of the modern age.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GER411
Advanced German Conversation and Composition
4 Semester Credits
Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on
written composition including control of style. Oral practice through use of German as classroom language.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); GER311(German Conversation and
Composition)
GER495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GRADUATION
Graduation Workshop
0 Semester Credits
Graduation applicants are registered for this course. It is used to track and commumnicate with graduates.
Core Curriculum Component: None
Prerequisite(s): None
GRK
GRK113
Beginning New Testament Greek I
4 Semester Credits
103
Augsburg College 2015-2016 Course Descriptions
The first course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax,
grammar, and vocabulary of New Testament Greek with the goal of reading proficiency.
Core Curriculum Component: None
Prerequisite(s): None
GRK114
Beginning New Testament Greek II
4 Semester Credits
The second course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax,
grammar, and vocabulary of New Testament Greek with the goal of reading proficiency.
Core Curriculum Component: None
Prerequisite(s): GRK113(Beginning New Testament Greek I)
GST
GST009
Augsburg Experience Internship
0 Semester Credits
A transcript notation is given for the academic learning inherent in an approved not-for-credit/internship/work
experience. Reflection activities and work-learning evaluations are conducted by the Center for Service, Work, and
Learning. With approval, a non-credit/internship completed by juniors or seniors will fulfill the Augsburg Experience
graduation requirement.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GST100
Critical Thinking
4 Semester Credits
Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze,
synthesize, and evaluate ideas and arguments. New students with fewer than 28 semester credits in transfer are placed
into GST 100 based on their past academic record. Students must pass GST 100 with a minimum grade of 2.0 or better.
Students waived from this course may take this class only with permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
GST108
AVID Elective
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST140
Integrated Studies
4 Semester Credits
This course is designed to help students improve the skills important to academic success. Study strategies (critical
thinking, motivation, time management, textbook reading, note-taking) are embedded into content-rich subject matter
to optimize learning. Emphasis is placed on combining leaning/study skills with the content to enhance application to
other courses and contexts. This course may not be taken by students who have completed 28 credits.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
GST195
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST200
Quantitative Reasoning/Statistical Literacy
4 Semester Credits
This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on
interpretation, evaluation, communication, and analysis of statistically-based arguments. Topics include association,
causation, observational studies, experiments, risk, confounding, bias and chance. Common techniques involving
statistical opportunism, conditional reasoning using English to describe and compare rates and percentages presented in
tables and graphs, and the use of standardization to take into account the influence of confounders are reviewed.
Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
GST295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST309
Augsburg Experience Work Connections Semimar
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GST458
Mayo Innovation Scholars Program
2 Semester Credits
Students in this course evaluate the potential market and applications for a new medical device under development at
the Mayo Clinic and present their findings and recommendations to Mayo's Ventures Department in Rochester,
Minnesota. This course is intended for students accepted into the Mayo Innovation Scholars Program. The program runs
from October to March; students may register in either fall or spring semester. Applications are due in
September/October. Contact the Biology or Economics departments for details.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Application to program required)
HIS
HIS101
The Beginning of Western Culture
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of
Europe into the 13th century.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS102
The Shaping of Western Civilization
4 Semester Credits
A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of
Europe by Napoleon.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS103
The Modern World
4 Semester Credits
A study of the main currents in Western civilization from the time of Napoleon to the present.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS104
The Modern Non Western World
4 Semester Credits
An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS120
America to 1815
4 Semester Credits
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.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS121
19th-Century United States
4 Semester Credits
A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as
political and economic history. The course will move topically as well as chronologically through the years in which the
United States came to prominence despite internal dissent and violence. Themes include the emergence of a national
identity, political system, and economy, slavery, expansion, and empire-building, regional differences, the Civil War and
its aftermath, and industrialization.
Core Curriculum Component: Humanities
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
HIS122
20th-Century United States
4 Semester Credits
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.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS140
Topics in World History
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS150
Latin American History
4 Semester Credits
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.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS155
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period,
the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS162
Modern South Asia
4 Semester Credits
This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and
independence in the area now politically known as India, Pakistan, and Bangladesh.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS195
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Augsburg College 2015-2016 Course Descriptions
Topics in History
4 Semester Credits
An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS225
History of the Twin Cities
4 Semester Credits
The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and
economic change; transportation, immigration, and ethnicity; and urban politics and reform.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
HIS234
Minnesota History
4 Semester Credits
This course examines the racial, ethnic, political, and economic history of Minnesota, from the earliest inhabitants
(Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS236
American Indian History
4 Semester Credits
A study of the native people of North America from the pre-Columbian period through European exploration and
settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and
intergovernmental relations.
Core Curriculum Component: None
Prerequisite(s): None
HIS241
Topics in African American History
4 Semester Credits
Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS242
History of African American Civil Rights, 1619-1915
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced
by race and class, emphasizing emancipation and integration of slaves and former slaves.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS243
History of African American Civil Rights, 1915-1972
4 Semester Credits
A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall,
Charles Houston, Thurgood Marshall, and Martin Luther King, Jr.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS249
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
HIS280
The History Workshop
4 Semester Credits
This course introduces history majors and minors to the historian’s craft. Students will examine the development of the
discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for
history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical
to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HIS282
The History of Women Since 1848
4 Semester Credits
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.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
HIS300
Public History
4 Semester Credits
Public history is the practice of historical methods with non-academic audience in mind. This survey explores the
components of public history, many of its venues, and pressing issues in the field through examination of a range of
topics (including, but not limited to): local history, historical memory, archives, exhibits, oral histories, documentaries,
publishing, museums, historic sites, and historic preservation.
Core Curriculum Component: None
Prerequisite(s): None
HIS311
Topics in Women's History
4 Semester Credits
Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific
topic to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS316
U.S. Urban Environmental History
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
HIS323
Modern China
4 Semester Credits
A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of
the imperial system; and the Nationalist and Communist revolutions of the 20th century.
Core Curriculum Component: None
Prerequisite(s): None
HIS327
Racism and Resistance in Southern Africa and the United States
4 Semester Credits
This course explores historical parallels of the development in southern Africa and in the United States, strategies of
resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic,
social, political, and psychological effects of racism.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS331
Topics in United States History
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings.
The specific topics to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS332
History of United States Foreign Relations
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
HIS335
American Urban History
4 Semester Credits
A study of urban development from colonial and frontier beginnings through the age of industrialization to the present,
including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture.
Core Curriculum Component: None
Prerequisite(s): None
HIS336
American Labor History
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
HIS338
American Legal History
4 Semester Credits
An examination of the social, economic, and intellectual factors in American history that, combined with English and
colonial antecedents, contributed to the emergence of our modern legal system.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS343
The North American West
4 Semester Credits
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.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
HIS346
Namibia and South Africa: A Historical Perspective
4 Semester Credits
A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African
occupation, the war for independence, and the roots of apartheid and its institutionalization.
Core Curriculum Component: None
Prerequisite(s): None
HIS348
Russia and the Soviet Union in the 20th Century
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
HIS349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HIS350
Latin American History
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
HIS352
The Holocaust in German History
4 Semester Credits
This course explores the development of modern Germany from its unification in 1871 through the aftermath of World
War II, focusing on the Third Reich and the Holocaust. Through diverse course materials (memoirs, film, posters, etc.),
students will analyze the National Socialist regime and the horrors it wrought, and explore the experiences of “ordinary
Germans,” including women, children, Jews and other minority groups.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
HIS354
Modern Britain and Ireland
4 Semester Credits
This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to
explore a period of dramatic change in British politics, society, culture, and international status.
Core Curriculum Component: None
Prerequisite(s): None
HIS355
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period,
the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS357
Mexican History, Culture, and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to
modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The
Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United
States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in
Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities),
HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History
of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The
Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed
Study)
HIS360
Ancient Egypt and Classical Greece
4 Semester Credits
This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of
written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative,
it also looks at social, economic, and cultural aspects of life in antiquity.
Core Curriculum Component: None
Prerequisite(s): None
HIS361
Hellenistic Greece and Rome
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written
and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also
looks at social, economic, and cultural aspects of life in antiquity.
Core Curriculum Component: None
Prerequisite(s): None
HIS369
The Early and High Middle Ages
4 Semester Credits
This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written
and visual sources in an attempt to understand medieval society. In addition to the “traditional” political narrative, it
also looks at social, economic, and cultural aspects of medieval life.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
HIS370
The Late Middle Ages to 1648
4 Semester Credits
This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources
in an attempt to understand late medieval society. In addition to the “traditional” political narrative, it also looks at
social, economic, and cultural aspects of life in this period.
Core Curriculum Component: None
Prerequisite(s): None
HIS374
Medieval Crusades
4 Semester Credits
This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West
attempted to “take back” the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will
examine such issues as pilgrimage, holy war, and the complex relationships between East and West, between Muslims
and Christians. We will pay particular attention to the question of historical representation.
Core Curriculum Component: None
Prerequisite(s): None
HIS378
Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517
AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence,
not only in religious matters, but also in the social and political spheres. Cross-listed with REL378.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
HIS398
Internship
2 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
HIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS440
Topics in World History
4 Semester Credits
This course will investigate topics in world history that are not included in regular course offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS462
Modern South Asia
4 Semester Credits
This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and
independence in the area now politically known as India, Pakistan, and Bangladesh. Upper division students will have
additional assignments and different exams from lower division.
Core Curriculum Component: None
Prerequisite(s): None
HIS474
World and the West
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
HIS480
History Senior Seminar
4 Semester Credits
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their
coursework. Selected topics will be announced prior to registration.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); HIS280(The History Workshop)
HIS498
Independent Study *
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
HIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HON
HON100
Religion, Vocation, and the Search for Meaning I
4 Semester Credits
Honors section of REL100. Some students (e.g., some science majors) may need to defer the course and take HON100 in
another term.
Core Curriculum Component: None
Prerequisite(s): None
HON111
Effective Writing for Liberating Letters
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of
ENG101(Developmental Writing), ENL101(Developmental Writing), WPL(Writing Placement Level), WPL(Writing
Placement Level)
HON120
The Scholar Citizen
4 Semester Credits
An introduction to the Honors Program. Course content focuses on great primary texts focusing on the connections
between learning and citizenship, or the public uses of knowledge (e.g. Plato’s cave). (Includes theater lab)
Core Curriculum Component: None
Prerequisite(s): None
HON120L
The Scholar Citizen Theatre Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HON120(The Scholar Citizen) *concurrent registration is required*
HON130
Liberating Letters: Humanist Tradition
4 Semester Credits
Interdisciplinary humanities survey course that explores the Western tradition of letters through significant texts and
modern context. Students stage courtroom trials where great authors, characters, or ideas are challenged and tested.
Based on the medieval liberal arts trivium of grammar, rhetoric, and logic. This course is linked with HON 111 and both
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Augsburg College 2015-2016 Course Descriptions
courses share texts, assignments, and some class sessions. Students are strongly encouraged to register for both courses
in the same term.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON200
Religion, Vocation, and the Search for Meaning II
4 Semester Credits
Honors version of REL 200. See REL 200 for content and requirements.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of
HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I)
HON220
The Scholar Scientist
4 Semester Credits
Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course addresses systems of
quantitative thought, including logic, computing, and formal systems.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of
MAT105(Applied Algebra), MPL(Math Placement Level 3)
HON221
Intermediate Expository Writing
4 Semester Credits
This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and
organization, the process of revision, self and peer evaluation, and the relationship between reading and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HON230
Arts and the City
4 Semester Credits
Interdisciplinary fine arts course where students attend museums, galleries, concerts, plays, and other significant arts
events while researching and writing critical and historical critiques of central theories and approaches to the fine arts.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON240
Science, Technology, and Citizenship
4 Semester Credits
Multidisciplinary/interdisciplinary lab science course. Physics, biology, and chemistry are used to critically examine a key
national or global issue.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON240L
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Augsburg College 2015-2016 Course Descriptions
Science, Technology, and Citizenship Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); HON240(Science,
Technology, and Citizenship) *concurrent registration is required*
HON250
The Social Scientist
4 Semester Credits
Problem-based/question-based course in social sciences involving at least two social science disciplines and several
faculty.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON260
Augsburg Honors Review: Research Thesis Requirement
0 Semester Credits
Students in the fall semester of HON 260 practice and complete a structured process for collecting,synthesizing,
applying, and documenting research and academic writing. Students should take this course in conjunction with another
course within which they will produce a research-based paper. A final research paper is required to complete 260.
Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only) .Students in the spring
semester of HON 260 edit and publish the Honors Review, a national journal for undergraduate scholarship that resides
at Augsburg College. Students will evaluate and select potential articles for the journal, shepherd those manuscripts
through an external review process by faculty referees, and publish the journal by the end of the term. This course will
assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only).
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON340
Junior Colloquium: The Scholar as Leader
0 Semester Credits
Taught by the dean and/or president of the College, this seminar explores themes of leadership and service in the public
context. (0.0 credit; P/N)
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON375
Student Created Learning Experience
0 Semester Credits
This course will only be used for student created learning experiences that fulfill a lifetime activity.
Core Curriculum Component: None
Prerequisite(s): None
HON380
Student Created Learning Experience
1 Semester Credits
May take many forms as determined by the student and faculty creating the learning experience (may be 1, 2 or 4
credits, and may use traditional or P/N grading options).
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
HON450
Augsburg Honors Review: Research Thesis Requirement
0 Semester Credits
Students in the fall semester of HON 450 practice and complete a structured process for collecting,synthesizing,
applying, and documenting research and academic writing. Students should take this course in conjunction with another
course within which they will produce a research-based paper. A final research paper is required to complete 450.
Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only) .Students in the spring
semester of HON 450 edit and publish the Honors Review, a national journal for undergraduate scholarship that resides
at Augsburg College. Students will evaluate and select potential articles for the journal, shepherd those manuscripts
through an external review process by faculty referees, and publish the journal by the end of the term. This course will
assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only).
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON470
Student/Faculty Collaboration: Research Thesis Requirement
0 Semester Credits
Students register for this course to fulfill the honors research requirement through a student/faculty research
collaboration. (0.0 credit, P/N only)
Core Curriculum Component: None
Prerequisite(s): None
HON490
Honors Senior Seminar
4 Semester Credits
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 primary texts related to philosophy, rhetoric, vocation, and meaning.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HON499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE
HPE001
Foundations of Fitness
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Augsburg College 2015-2016 Course Descriptions
0 Semester Credits
This course is required of all Augsburg students outside the HPE majors. 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 wellbeing. This course is designed to provide knowledge and skills needed to assess, monitor, and discipline oneself to
maintain a lifestyle of fitness and wellness.
Core Curriculum Component: Foundation of Fitness, Foundations of Wellness
Prerequisite(s): None
HPE002
Lifetime Activity
0 Semester Credits
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.
Core Curriculum Component: Lifetime Activity, Recreational Wellness
Prerequisite(s): None
HPE104
Components of Fitness Training
4 Semester Credits
This course implements a performance-based approach designed to enable the student to become well educated in
strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in
fitness training. This course will implement optimal research based theories for improving aerobic and muscular strength
for the purpose of designing an individualized strength and aerobic conditioning program. (Fall)
Core Curriculum Component: Foundation of Fitness, Foundations of Wellness
Prerequisite(s): None
HPE110
Personal and Community Health
4 Semester Credits
Concepts and practices of health and healthful living applied to the individual and the community.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HPE114
Health and Safety Education
2 Semester Credits
Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR
certification. (Fall, Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE115
Chemical Dependency Education
2 Semester Credits
An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health
education and services. (Fall, spring)
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
HPE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE205
Introduction to Health, Physical Education, and Exercise Science
2 Semester Credits
An introduction to the professional field of health, physical education, and exercise science. Includes history, current
trends, and professional opportunities related to health, human performance, and wellness. Students also will examine
the components of a balanced, healthy lifestyle. (Fall, Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE215
Health and Exercise Psychology
4 Semester Credits
Study of the impact of psychological, behavioral, social, and biological interactions on exercise and health. Specific
physiological and psychological benefits associated with exercise are addressed along with health promotion,
intervention, and adherence. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE220
Motor Learning and Development
2 Semester Credits
The study of the processes associated with developing motor skills and performance, and how this relates to motor
development. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE254
Introduction to Developmental/Adapted Physical Education
2 Semester Credits
A general overview of developmental/adapted physical education from early childhood through grade 12. The role of
school-based health and physical education programs for students with disabilities will be addressed. Fieldwork
experience is a requirement in this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE275
Prevention and Care of Athletic Injuries
2 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room
procedures. A lab accompanies this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE114(Health and Safety Education)
HPE275L
Prevention and Care of Athletic Injuries Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE275(Prevention and Care of Athletic Injuries) *concurrent registration is required*
HPE280
Coaching Theory
2 Semester Credits
Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport and how psychological
factors affect participation in sport. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE300
Nutrition for Exercise Science
4 Semester Credits
This course provides an integrated overview of the physiological requirements, food sources, and functions of
carbohydrates, fats, protein, vitamins, and minerals and their impact on health and performance. Students will evaluate
and design nutritional regimens to support optimal athletic performance, ultimately examining nutritional supplements,
ergogenic aids, and anabolic steroids and the safety and efficacy of legal and banned substances. (Spring)
Core Curriculum Component: None
Prerequisite(s): BIO103(Human Anatomy and Physiology), HPE104(Components of Fitness Training)
HPE304
Advanced Fitness Training
4 Semester Credits
This course is designed to examine and apply advanced personal training research. Participants will be exposed to
established training methods for developing advanced workouts as well as a variety of breakthrough exercises that may
result in fitness improvements. Ultimately, the student will create and optimize aspects of different training phases in a
year-round program design. In addition, the content of this course is focused toward the knowledge and skills required
for the NSCA Certified Strength and Conditioning Specialist (CSCS) exam.
Core Curriculum Component: None
Prerequisite(s): BIO103(Human Anatomy and Physiology), HPE104(Components of Fitness Training), HPE114(Health and
Safety Education), HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE305
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Augsburg College 2015-2016 Course Descriptions
Stress Management
2 Semester Credits
This course introduces students to concepts related to stress and stress management. Along with the study of the role of
stress in dysfunction of the human body, individual assessments and reflection are used to assist students in developing
a greater understanding of the role of stress in their life. Individual stress management plans will be constructed. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE315
Exercise Testing and Prescription
2 Semester Credits
This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to
provide the student with an understanding of the physiological and pathophysiological responses of the body to clinical
exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this course is
focused toward the knowledge and skills required for taking the ACSM Certified Health Fitness Specialist (HFS) exam.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); HPE357(Measurement in Health, Physical
Education, and Exercise Science) *concurrent registration is required*
HPE316
Human Sexuality
4 Semester Credits
A study of the psychological, social, and biological components of human sexuality. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE320
School Health Curriculum
2 Semester Credits
Techniques for developing a course of study in school health based upon growth and development for grades K-12.
Examination of national standards and pedagogy for health education, curriculum, and assessment included. (Fall even
years)
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE324
K-6 PE Games and Activities
2 Semester Credits
This course integrates theory and practice in teaching age- and skill-appropriate activities to elementary students.
Fieldwork experience is a requirement in this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and
Exercise Science)
HPE334
7-12 Sport Skills and Activities
2 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Theory and practice in skills and teaching selected games and activities. Fieldwork experience is a requirement in this
course. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and
Exercise Science)
HPE335
Outdoor Education
2 Semester Credits
A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the
natural environment in which these activities occur. The course will include a three-day camping/hiking trip. Fieldwork
experience is a requirement in this course. (Fall even years, spring even years)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to
Health, Physical Education, and Exercise Science)
HPE336
Trekking the Mountains: An Outdoor Cultural Excursion
4 Semester Credits
A course designed for a multifaceted exploration of mountainous regions of the world, while developing the outdoor
trekking experience. This eleven-day trip will include immersion, as well as trekking in beautiful and less traveled regions
of the country. While trekking, one is provided opportunity for leadership and personal growth and development, as we
share leadership and logistrics for the excursion.
Core Curriculum Component: None
Prerequisite(s): None
HPE340
Organization and Adminstration of Physical Education Programs
2 Semester Credits
A survey of management, leadership, and decision making for physical education and athletic programs. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE350
Kinesiology
4 Semester Credits
A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to
the study of movement and how it relates within the physical education and health fitness fields. A lab accompanies this
course.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); BIO103(Human Anatomy and Physiology),
HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required*
HPE350L
Kinesiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE350(Kinesiology) *concurrent registration is required*
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Augsburg College 2015-2016 Course Descriptions
HPE351
Physiology of Exercise
4 Semester Credits
The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and
motor training. A lab accompanies this course.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); BIO103(Human Anatomy and
Physiology)
HPE351L
Physiology of Exercise Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE351(Physiology of Exercise) *concurrent registration is required*
HPE357
Measurement in Health, Physical Education, and Exercise Science
2 Semester Credits
Concepts of statistics and the use of statistical procedures in health and physical education programs. Topics include
descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and
Exercise Science); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); HPE104(Components of Fitness
Training)
HPE358
Assessment in Health and Physical Education
2 Semester Credits
Standards, assessment, and evaluation of tests in health and physical education. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and
Exercise Science); HPE104(Components of Fitness Training), HPE357(Measurement in Health, Physical Education, and
Exercise Science) *concurrent registration is required*
HPE365
Physical Education Methods K-6
4 Semester Credits
Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of
teaching physical education to elementary-aged children. Fieldwork experience is a requirement in this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE324(K-6 PE Games and Activities)
HPE368
Physical Education Methods 7-12
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Procedures, materials, and issues involved in teaching physical education in secondary schools. An in-depth view of all
aspects of teaching physical education to secondary-aged students. Fieldwork experience is a requirement in this course.
(Spring)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE334(7-12 Sport Skills and Activities)
HPE390
Instructional Methods and Materials in Health Education
4 Semester Credits
Principles and methods of instruction applied to health education grades K-12. Emphasis on teaching/learning strategies
and student assessment. Evaluation and development of materials included. Fieldwork experience is a requirement in
this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE410
Administration and Supervision of the School Health Program
2 Semester Credits
Historical background, legal basis, and school health services relationship to community and school health programs and
resources.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE450
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Augsburg College 2015-2016 Course Descriptions
Current Health Issues
2 Semester Credits
This course uses critical thinking skills to examine current health issues in text and media from a sociological, political,
economic, and medical perspective.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE473
Physical Education Curriculum
2 Semester Credits
Techniques for developing a course of study in physical education based upon growth and development for grades K-12.
Examination of National Standards and pedagogy for physical education, curriculum, and assessment included.
Core Curriculum Component: None
Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE490
Exercise Science Seminar and Keystone
4 Semester Credits
This course will provide the student with the pinnacle component of the Exercise Science degree plan. The keystone will
provide an understanding of human responses to exercise and its relevance to a diverse and challenging world, as well
as help develop a basis for research as this relates to the major.
Core Curriculum Component: Keystone
Prerequisite(s): HPE350(Kinesiology), HPE351(Physiology of Exercise)
HPE495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM
HUM120
Medieval Life in 12th-Century Europe
4 Semester Credits
This is the introductory course for medieval studies. It uses an interdisciplinary approach to study European culture
during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a
complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and
food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in
academic regalia, just as they did in medieval universities.
Core Curriculum Component: Humanities
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
HUM195
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM490
Keystone: Medieval Studies Project
4 Semester Credits
The final project in medieval studies functions like an independent study. Because medieval studies is an
interdisciplinary major, the final project must be also be interdisciplinary. Students are free to choose any topic
connected to the Middle Ages, but must examine it with professors from at least three different disciplines. The
traditional disciplines that comprise medieval studies are art history, English, history, music history, philosophy, religion,
and theater history, but students have also completed projects involving professors from other disciplines, such as
sociology and psychology. Experiential approaches are encouraged but not required. For example, past students have
built medieval musical instruments, medieval suits of armor, and Renaissance commedia dell’arte masks, and then
written about the process.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL360(The
Classical Tradition), ENL361(The Medieval World); 1 of HIS372(Medieval Church), PHI242(History of Philosophy II:
Medieval and Renaissance Philosophy), REL361(The Church/First Four Centuries), REL362(Martin Luther and the
Reformation); 1 of ART386(Medieval Art), ART387(Renaissance and Baroque Art), MUS231(History and Literature of
Music I), THR361(Theater History and Criticism I); HIS369(The Early and High Middle Ages), HIS370(The Late Middle Ages
to 1648), HUM120(Medieval Life in 12th-Century Europe)
HUM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS
INS198
Internship *
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS199
Internship
4 Semester Credits
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
INS222
The Nobel Laureates: Religious and Political Perspectives
4 Semester Credits
Through studying the lives of prominent peacemakers and the opportunity provided to us by the Nobel Peace Prize
Forum, this course examines peacemaking in the 21st century, utilizing both the lenses of political science and religion.
Prerequistes: REL 100 or 300 (or can be taken concurrently).
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*,
REL100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*, REL300(Religion,
Vocation, and the Search for Meaning I+II) *concurrent registration is acceptable*
INS225
Introduction to Islam
4 Semester Credits
The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic
economic and political systems, and Islamic patterns of life.
Core Curriculum Component: None
Prerequisite(s): None
INS232
African-American Experience in America
4 Semester Credits
An overview of the major issues related to the African American experience, focusing on historical, sociological,
economic, legal, and psychological aspects of that experience.
Core Curriculum Component: None
Prerequisite(s): None
INS233
Women: A Cross Cultural Perspective
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS255
Paideia Approach: Thinking, Talking and Reading
4 Semester Credits
Students will participate in a series of seminar discussions following the Paideia seminar format as developed by
Mortimer Adler. Seminar topics emphasize selections that help students to think critically, understand timeless ideas,
listen carefully, and question thoughtfully. This course is ideal for education, social science, and language arts majors.
Core Curriculum Component: None
Prerequisite(s): None
INS291
Topics in Study Abroad and Intercultural Development
1 Semester Credits
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
INS292
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS294
Career Exploration in Financial Services
2 Semester Credits
This course will introduce the career exploration/planning process and an overview of careers in financial services and
insurance. Students will develop strategies and skills for career-related decision making and for an effective
internship/job search. Course sessions will include: personal and career assessments and interpretation, career research
and readings, topic discussions, employer guest speakers, and a Travelers company site visit.
Core Curriculum Component: None
Prerequisite(s): None
INS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS298
Meaningful Work: Linking Education,Vocation and Career Exploration
2 Semester Credits
This course will introduce students to the nature of work and its role and value to the individual and to society and
provide the strategies and skills necessary for a lifetime of career-related decision making, meaningful work and active
citizenship. The course is geared to both students who are undecided and students who are seeking an in-depth look at
a chosen personal life and career path.
Core Curriculum Component: None
Prerequisite(s): None
INS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS312
The Politics of Development in Southern Africa
4 Semester Credits
This course examines basic theories of development as well as the political economy of development. It provides the
opportunity to reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
Prerequisite(s): None
INS316
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Augsburg College 2015-2016 Course Descriptions
Building a Sustainable Democracy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS317
Understanding the Northern Ireland Conflict
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS327
Environment and Agriculture: Agroecosystems in Context
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS328
Justice and the US Food System
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS330
Art and Culture in Political, Social and Historical Context
4 Semester Credits
Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the
differences between formal institutional art and community-based art forms. Interviews and participant observation at
arts performances and cultural events.
Core Curriculum Component: None
Prerequisite(s): None
INS331
Art and Culture in Political, Social and Historical Context
4 Semester Credits
Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship
between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic
theory and artistic expression with issues of social change and activism.
Core Curriculum Component: None
Prerequisite(s): None
INS334
From Consumers to Creators
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS335
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Augsburg College 2015-2016 Course Descriptions
Digital Laboratory
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS342
River Politics Field Seminar
4 Semester Credits
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.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): POL241(Environmental and River Politics)
INS345
Urban Environment Field Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS346
Sustainability, Ecology, and New Zealand Environmental Policy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS349
Maori Perspectives, Pluralism, and National Identity
4 Semester Credits
Based in Auckland, this new program examines how social and environmental factors shape political and ecological
dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and
creating a shared future. A number of topics explored during the semester include the history of colonization, the treaty
and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key
strategies used to address sustainability, and many more economic and environmental issues.
Core Curriculum Component: None
Prerequisite(s): None
INS351
Social Dimensions of Environmental Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS352
Field Research Methods and Investigation
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
INS353
Adaptive Ecosystem Management
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS354
Workshop in Fiction, Poetry, and Creative Nonfiction
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS355
Creative Writing in Political, Social, and Historical Context
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS358
Inequality in America: A Political Economy Approach
4 Semester Credits
Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race,
class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and
neighborhood development are examined in the context of dominant ideology and perspectives of people who
challenge it.
Core Curriculum Component: None
Prerequisite(s): None
INS359
Political Sociology of Building Power, Change, and Equity
4 Semester Credits
Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing—
views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide
data to identify inequality and to assess theories and strategies for explaining and overcoming it.
Core Curriculum Component: None
Prerequisite(s): None
INS366
Community Participation and Social Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS369
Politics and Development in Ecuador
4 Semester Credits
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
INS371
Disjuncture and Difference in Europe
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS372
Norwegian Language
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS376
Challenges and Opportunities of European Integration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS377
The Scandinavian Welfare States in an Age of Globalization
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS379
Challenges of a Changing Welfare State
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS387
Integration Seminar: Advanced Internship: Theory and Practice
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS391
Race in America Then and Now: “Post-Racial” Perspectives on the Civil Rights Movement
6 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS393
Scandinavian Art, Film and Literature
4 Semester Credits
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
INS394
Urbanization and Immigration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS491
Topics in Study Abroad and Intercultural Development
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS492
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS495
Topics
4 Semester Credits
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
INS498
Independent Study: Metropolitan Resources
2 Semester Credits
An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources
available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by
a department faculty member.
Core Curriculum Component: None
Prerequisite(s): 1 of POL122(Metropolitan Complex), SOC111(Human Community and Modern Metropolis);
CONSENT(Consent of Instructor)
INS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of POL484(Political Analysis), SOC363(Research Methods)
KEY
KEY470
Creating Life in the Arts: Exploration and Reflection on Vocation
4 Semester Credits
From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into
the skill sets and mind sets important for arts professionals in all fine arts majors. While exploring vocation concepts,
this course balances entrepreneurial awareness, attitudes, and skills with entrepreneurial insights, skills and reflection.
Core Curriculum Component: Keystone
Prerequisite(s): None
KEY480
Topics in Global Interdependence
4 Semester Credits
This cross-cultural keystone seminar prepares students to "act globally" by challenging them to apply the diverse
perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with
readings in a language other than English. Open to international students and to upper-division students who have
advanced knowledge of a language other than English or have studied abroad for a full semester (including in Englishspeaking countries with consent of instructor).
Core Curriculum Component: Keystone
Prerequisite(s): None
KEY490
Vocation and the Meaning of Success
4 Semester Credits
This course is the keystone course for business majors and other majors where the major program does not include a
keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and
write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same
and in different majors will add dimension to each student’s reflective writing.
Core Curriculum Component: Keystone
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
LAT
LAT101
Beginning Latin I
4 Semester Credits
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources.
Attention to classical and medieval Latin culture as time permits. Does not satisfy the Augsburg language requirement.
Core Curriculum Component: None
Prerequisite(s): None
LAT102
Beginning Latin II
4 Semester Credits
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources.
Attention to classical and medieval Latin culture as time permits. Does not satisfy the Augsburg language requirement.
Core Curriculum Component: None
Prerequisite(s): LAT101(Beginning Latin I)
MAT
MAT103
Everyday Math
3 Semester Credits
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 MPG2. MAT 103 does not count as credit toward graduation. This course does not meet a NSM-LAF
and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): MPL(Math Placement Level 1)
MAT105
Applied Algebra
3 Semester Credits
Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and
natural sciences, business, and everyday life. Grade of 2.0 or higher advances student to MPG3. Students preparing for
MAT 114 should consult the department. This course does not meet a NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT103(Everyday Math), MPL(Math Placement Level 2)
MAT114
Precalculus
4 Semester Credits
Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus.
Students who have completed MAT 145 or other calculus courses may register for credit only with consent of
department. Grade of 2.0 or higher advances student to MPG4.
Core Curriculum Component: Natural Sciences and Mathematics
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT129
Practical Applications of Math
4 Semester Credits
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.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT137
Mathematics for Elementary Teachers I
4 Semester Credits
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on
the processes of problem solving, reasoning, connections, communication, and representation. These courses are
designed for prospective K-6 elementary school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT138
Mathematics for Elementary Teachers II
4 Semester Credits
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on
the processes of problem solving, reasoning, connections, communication, and representation. These courses are
designed for prospective K-6 elementary school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT140
Calculus Workshop
1 Semester Credits
An elective workshop for students concurrently enrolled in Calculus or Calculus II. Calculus-related problems and
activities that require significant collaborative and creative effort. Emphasis on strategies for succeeding in college-level
mathematics courses. This course does not meet a NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), MAT145(Calculus I) *concurrent registration is required*
MAT145
Calculus I
4 Semester Credits
Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4)
MAT146
Calculus II
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
MAT163
Introductory Statistics
4 Semester Credits
Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions,
approximations, estimation, hypothesis testing, analysis-of-variance, and regression. Students who have successfully
completed MAT248, BUS379, PSY215, or SOC362 cannot enroll in MAT163.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT171
Discrete Mathematics For Computing
4 Semester Credits
Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and
combinatorics, with an emphasis on connections to computer science. Completion of CSC160 recommended prior to
MAT171. Students who have completed MAT271 may not register for credit.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT173
Mathematics of Finance
4 Semester Credits
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life
insurance. Provides an introduction to actuarial mathematics.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT199
Internship
4 Semester Credits
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the
internship.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MAT201
Communicating Mathematics
2 Semester Credits
An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources.
This course does not count as an elective in the mathematics major or minor. Completion of this course plus one of MAT
304, MAT 314, MAT 324, MAT 355, MAT 369, MAT 374, or MAT 377 taken at Augsburg satisfies the major’s speaking skill
requirement. Students with majors other than mathematics should consult their major department before taking this
course.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): MAT146(Calculus II)
MAT245
Calculus III
4 Semester Credits
Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient,
multiple integrals, and parametric representations.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II)
MAT246
Linear Algebra
4 Semester Credits
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector
spaces, determinants, and eigenvalues.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures)
MAT248
Biostatistics
4 Semester Credits
Concepts and techniques of probability, descriptive statistics, and statistical inference are applied to scientific studies in
Biology, Medicine and other Health Sciences. Material is centered on real studies in these areas. Other topics include
graphing techniques, correlation and regression, experimental design, combinatorics, point and interval estimation,
hypothesis testing and, time permitting, analysis of variance and nonparametric methods.
Core Curriculum Component: None
Prerequisite(s): 1 of All of BIO151(Introductory Biology), MPL(Math Placement Level 4); MAT145(Calculus I)
MAT252
Exploring Geometry
4 Semester Credits
Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an
emphasis on geometric reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): MAT145(Calculus I)
MAT271
Discrete Mathematical Structures
4 Semester Credits
Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory,
and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): 1 of All of 1 of MAT163(Introductory Statistics), MAT248(Biostatistics), MAT252(Exploring Geometry),
MAT287(History of Mathematics); MAT145(Calculus I); MAT146(Calculus II)
MAT273
Statistical Modeling
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
This course will focus on statistical models: how to choose a statistical model, how to fit the statistical model, how to
assess the fit of the statistical model, and how to use the statistical model to answer questions. Students will engage in
several small group projects culminating with a final group project.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MIS379(Quantitative Methods for Business and Economics),
PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis); MAT145(Calculus I)
MAT287
History of Mathematics
4 Semester Credits
Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern
mathematics.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
MAT304
Graph Theory
4 Semester Credits
Concepts of graph theory including standard graphs, classic questions, and topics such as degree sequences,
isomorphism, connectivity, traversability, matching, planarity, coloring, and graph metrics. Focuses on theoretical
structures.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), MAT201(Communicating Mathematics); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level);
MAT271(Discrete Mathematical Structures)
MAT314
Abstract Algebra
4 Semester Credits
Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. Focuses on
theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating
Mathematics); MAT246(Linear Algebra), MAT271(Discrete Mathematical Structures)
MAT324
Analysis
4 Semester Credits
Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical
setting. Focuses on theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating
Mathematics); MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
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Augsburg College 2015-2016 Course Descriptions
MAT355
Numerical Mathematics and Computation
4 Semester Credits
Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential
equations, error propagation, practical implementation of numerical methods on modern computers, and applications.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating
Mathematics); CSC160(Introduction to Computer Science and Communication), MAT146(Calculus II)
MAT363
Dynamical Systems
4 Semester Credits
Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals,
along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and
Julia sets.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT246(Linear Algebra), MAT269(Modeling and Differential Equations), MAT271(Discrete
Mathematical Structures); MAT146(Calculus II)
MAT369
Modeling and Differential Equations in Biological and Natural Sciences
4 Semester Credits
Concepts of differential equations including quantitative and qualitative solution method of linear and non-linear
systems; the application, modeling, and analysis of differential equations to model biological phenomena.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); MAT245(Calculus III)
MAT373
Probability and Statistics I
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III)
MAT374
Probability and Statistics II
4 Semester Credits
A continuation of MAT373. 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. Includes an applied project.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); MAT373(Probability and Statistics I)
MAT377
Operations Research
4 Semester Credits
Concepts of linear programming and its applications to optimization problems from industrial settings including the
simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the
mathematical theory and the application to current business practice.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); MAT246(Linear Algebra)
MAT394
Topics in Statistics
4 Semester Credits
Study of an advanced topic in statistics such as modeling, design of experiments, or data analysis.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT248(Biostatistics), MAT373(Probability and Statistics I); 1 of
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters); 1 of
COM111(Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics);
MAT146(Calculus II)
MAT395
Topics
4 Semester Credits
Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics,
graph theory, topology, or foundations of mathematics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); 2 of MAT245(Calculus III), MAT246(Linear Algebra),
MAT252(Exploring Geometry), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical
Structures), MAT287(History of Mathematics)
MAT397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics)
MAT399
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Internship
4 Semester Credits
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the
internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is
required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics)
MAT491
Mathematics Colloquium
0 Semester Credits
Information about contemporary applications, career opportunities, and other interesting ideas in mathematics.
Presented by outside visitors, faculty members, or students. Carries no course credit.
Core Curriculum Component: None
Prerequisite(s): None
MAT496
Independent Study
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MAT498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics)
MAT499
Independent Study
4 Semester Credits
Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member.
Presentation at a departmental colloquium is required.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); CONSENT(Consent of
Instructor)
MBA
MBA510
Applied Managerial Economics
3 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and
cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, evaluation,
regulation, incentive conflicts and contracts, and ethics and the organizational architecture. Students develop critical
thinking skills and a framework of analyzing business decisions. In summary, the objective of the course is to help
business students become architects of business strategy rather than simply middle managers following the path of
others.
Core Curriculum Component: None
Prerequisite(s): None
MBA520
Accounting for Business Managers
3 Semester Credits
Concepts of Generally Accepted Accounting Principles (GAAP) for preparing financial statements. Students will learn to
analyze income statements, balance sheets, and annual reports, and to budget using projected sales, fixed and variable
expenses, break-even calculation, and capital budgeting.
Core Curriculum Component: None
Prerequisite(s): None
MBA530
Managerial Finance
3 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
MBA540
Business and Professional Ethics
3 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
MBA545
Organizational Behavior
3 Semester Credits
Theory and application of organizational behavior to human resources within organizations. Topics include strategies
and tactics for developing human resources to support organizational cultural changes (such as total quality
management), team building, collaboration with other teams, training, the impact of diversity, and evaluation of
contemporary organizational strategies.
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
MBA550
Marketing Management
3 Semester Credits
Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting,
positioning, distribution of goods and services, the relationship between price and demand, brand management, and
marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization
strategies.
Core Curriculum Component: None
Prerequisite(s): None
MBA560
Communication Issues in Management
3 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
MBA565
Managing in a Global Environment
3 Semester Credits
Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The
foci of the course will be international trade theory and institutional governance of international trade/monetary policy,
and the differences in political-economic/socio-cultural systems and their implications for international business.
Core Curriculum Component: None
Prerequisite(s): None
MBA570
Quantitative Decision-Making for Managers
3 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
MBA575
Strategic Technology
3 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
MBA576
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Augsburg College 2015-2016 Course Descriptions
Project Management
3 Semester Credits
The purpose of this course is to introduce students to the world of projects and to projects’ real life struggles and
challenges. The course will focus on the day-to-day, hands-on problems of managing a project, which is defined as a
temporary organization within a permanent organization set up to achieve a specific objective. It will broadly cover the
operational and conceptual issues faced by modern project managers.
Core Curriculum Component: None
Prerequisite(s): None
MBA580
Management Consulting Project
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MBA581
Management Consulting Project I
2 Semester Credits
Working in teams with a local organization, students develop expertise in an area related to their vocation, using
communication, leadership, and collaboration skills, and academic knowledge to research, analyze, and make
recommendations. The management consulting project culminates in a presentation to the client and the faculty
adviser. (The Management Consulting Project course is divided into two required 2 credit courses.)
Core Curriculum Component: None
Prerequisite(s): None
MBA582
Management Consulting Project II
2 Semester Credits
Working in teams with a local organization, students develop expertise in an area related to their vocation, using
communication, leadership, and collaboration skills, and academic knowledge to research, analyze, and make
recommendations. The management consulting project culminates in a presentation to the client and the faculty
adviser. (The Management Consulting Project course is divided into two required 2 credit courses.)
Core Curriculum Component: None
Prerequisite(s): None
MBA583
Social Entrepreneurship I: Execution, Planning & Strategy for Social Innovation-based Ventures
3 Semester Credits
This course is intended to provide prospective social entrepreneurs with information and tools to teach you how to
actually start a business, evaluate opportunities for starting a new business, how to choose markets for entry, when to
enter, and what resources and capabilities it will take to enter and provide a platform for future growth. Although the
course will focus especially on entry into social enterprises, it will provide background essential to entrepreneurial
ventures of all types. The course is designed to address the needs of students who either hope to pursue start-up
opportunities upon graduation or in preparation for entrepreneurial activities at later career stages.
Core Curriculum Component: None
Prerequisite(s): None
MBA584
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Augsburg College 2015-2016 Course Descriptions
Social Entrepreneurship II: Advanced Topics & Practicum in Social Entrepreneurship
3 Semester Credits
Students are assigned to a social enterprise in the local community to work as management consultants on
comprehensive projects. Students perform in-depth business analysis, complete primary and secondary research,
develop strategies and tactics and propose implementation plans to assist the organization realize their goals. Guest
lectures and readings/discussions tie managerial theory to actual practice.
Core Curriculum Component: None
Prerequisite(s): None
MBA585
Student Learning Experience 1: Personal and Professional Development
1.5 Semester Credits
MBA students will be able to understand one's own leadership style and the implications of that style in order to adapt,
manage, and develop one's own leadership behavior, and integrate their purpose and mission into their own role as a
leader. The course is taught in three class sessions during the Personal and Professional development module. The
course is intended to have students summarize and integrate the material that they have learned in Module 1 and
create their own personalized leadership portfolio.
Core Curriculum Component: None
Prerequisite(s): None
MBA592
Leadership: Ethics, Vision, and Transformation
3 Semester Credits
Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational
effectiveness. Leadership skills and abilities have long been viewed as important contributors to success in personal and
professional spheres. Topics include leadership strategy, critical and distinctive functions and skills of management and
leadership, relationship building, servant leadership, leadership communication, and self-awareness and discovery of
leadership styles, traits, and abilities.
Core Curriculum Component: None
Prerequisite(s): None
MBA593
Health Care Operations Management
3 Semester Credits
This course will provide students with an introduction to Healthcare Operations. Over the past several years, there has
been a general acceptance to apply more sophisticated business optimization techniques to the healthcare industry.
Students will gain an understanding of business management within hospitals, clinics, and multiple hospital systems. The
tools covered in the class focus primarily on those that improve hospital productivity.
Core Curriculum Component: None
Prerequisite(s): None
MBA595
Strategic Management
3 Semester Credits
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,
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Augsburg College 2015-2016 Course Descriptions
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.
Core Curriculum Component: None
Prerequisite(s): None
MBA596
Managing Innovation
3 Semester Credits
Understanding innovation as a process and creating the conditions for this process to occur successfully within an
organization are the main themes of this course. Learning to integrate design thinking into business that will drive
continuous development and improvement, and develop customer/client emotional connections will be the focus of the
course. Transforming the business, creating brand value, exceeding customer’s expectations, and creating sustainable,
superior competitive advantage through new ways of thinking are the purposes of the course.
Core Curriculum Component: None
Prerequisite(s): None
MBA599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MBA699
Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MBC
MBC532
Investment Theory and Portfolio Management
3 Semester Credits
This course discusses investment background such as the investment setting, asset allocation decision, selecting
investments in a global market, and security market indicators, followed by efficient capital markets, portfolio
management and asset pricing models, and multi-factor models of risk and return. Security valuation and analysis and
management of common stocks and bonds are discussed. The course ends with a discussion of professional asset
management and evaluation of portfolio performance.
Core Curriculum Component: None
Prerequisite(s): None
MBC535
International Finance
3 Semester Credits
The objective of this course is to acquaint students with macro and micro aspects of international finance. At the macro
level, coverage will include theories of direct investment, the international monetary mechanism, foreign exchange
markets, and repercussions from balance of payments difficulties. Micro level materials include problems of doing
business internationally and a survey of public and private foreign and international financial institutions. Also discussed
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Augsburg College 2015-2016 Course Descriptions
are the management of risk of multinational operations and their valuation and structure. The course ends with a
discussion of international portfolio investment and asset pricing.
Core Curriculum Component: None
Prerequisite(s): None
MBC537
Health Care Financing
3 Semester Credits
This course focuses on a variety of public and private third party mechanisms for financing health care services. A review
shall be made of the various trends and constraints associated with each mechanism. Particular attention shall be a paid
to the role of private health insurance and government reimbursement mechanisms for health services. Prerequisites:
MBA 530-Managerial Finance
Core Curriculum Component: None
Prerequisite(s): None
MBC542
Legal and Ethical Considerations in Health Care
3 Semester Credits
This course covers the laws affecting administration of hospitals and other healthcare organizations; administrative law,
corporate and business law, labor law, civil liability and tax-related issues. The course covers the ethical issues
underlying financing, organization, and delivery of healthcare services. Addresses the numerous ethical issues raised by
advances in technology, changing societal values, decreased resources and increasing professional liability.
Core Curriculum Component: None
Prerequisite(s): None
MBC547
Human Resources Issues in Health Care
3 Semester Credits
This course provides complete coverage of relevant human resource issues in health care management, as well as
offering a solid foundation in both HR and health care administrative practices. This course provides 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 service covering important
topics such as recruitment, training, termination, compensation practices, and safety.
Core Curriculum Component: None
Prerequisite(s): None
MBC552
Marketing Communications
3 Semester Credits
The course is meant to provide students with an opportunity to analyze, design, and evaluate a comprehensive and
integrated marketing communications program which includes advertising, sales promotions, publicity, and personal
selling decisions. The course focuses on theories, models, and industry experiences that are relevant to the design and
evaluation of a marketing communications plan. Specific topics covered include the communication process, consumer
behavior models and their relevance to marketing communications decisions, marketing communications research,
advertising message and media strategies, the role of the advertising agency, and the integration of marketing mix
decisions.
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
MBC554
Consumer Behavior
3 Semester Credits
The purpose of this course is to provide students having a basic fluency in marketing with a deeper understanding of
consumer (buyer) behavior, with particular emphasis on the purchase decision process. Specific topics will include: the
role of problem recognition; how buyers seek and evaluate information; and factors that influence buyers’ purchase
decisions.
Core Curriculum Component: None
Prerequisite(s): None
MBC599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MCN
MCN301
Research in the Disciplines
2 Semester Credits
Scholars in this two-credit course will investigate and analyze the process of research, learning ways to choose and focus
a research topic and question, skills for reading discipline-specific journal articles and conducting literature reviews, and
accepted methods of inquiry and information retrieval. Scholars receive guidance from McNair staff and their Research
Faculty Mentor. Scholars may choose to work on their Research Faculty Mentor’s established topic or develop their own
question. The semester will culminate in the development of a research proposal, building the scholar’s specific
knowledge of the research topic and confidence as a researcher. Scholars participating in an off-campus research
experience or internship will be enrolled and have individualized activities as necessary.
Core Curriculum Component: None
Prerequisite(s): None
MDC
MDC094CE
Everyday Mathematics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC101CE
Lifetime Fitness
2 Semester Credits
IHCC Equivalent: HLTH 1155 Lifetime Fitness 2 cr Studies physical fitness, nutrition and stress as they relate to health.
Through testing and self-assessments, the student's current status is analyzed. After the information on improving skills
in each area is presented, the student will develop a plan for implementation. The course will include information on
cardiovascular and cancer risk reduction, aging and health, sexually transmitted diseases, and substance abuse control.
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
MDC102CE
Mathematical Thinking
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC103CE
World Civilizations Since 1500
4 Semester Credits
IHCC Equivalent: HIST 1107 World Civilizations Since 1500 4 cr Explores world civilizations to the present from the
Reformation and Enlightenment in Europe, to Modern East Asia; the rise of transatlantic and transpacific societies to
industrial revolution; and from the emergence of nationalism, and the age of ideologies, to the global marketplace. (Title
changed from World Civilization II and The Modern World)
Core Curriculum Component: None
Prerequisite(s): None
MDC104CE
College Mathematics
4 Semester Credits
Course Description from Course Syllabus This course covers the basics of college level algebra, emphasizing
understanding of the basic principles through investigation. The topics covered range from a basic algebra review to
exploration of linear, quadratic, exponential, and logarithmic functions, along with a study of rational expressions,
inverse relations, function operations, complex numbers, and systems of equations.
Core Curriculum Component: None
Prerequisite(s): None
MDC105CE
Principles of Psychology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC106CE
Introduction to Art
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC107CE
Historical Geology
4 Semester Credits
Equivalent to IHCC Course GEOL 1105 GEOL 1105 Historical Geology 4 cr Examines the Earth's planetary materials and
processes as they have evolved and changed over time. Emphasis is placed on the study of evolution and life as it applies
to the succession of plants and animals evidenced in the fossil record and the processes which have altered the
character of the Earth's continents and oceans through time.
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
MDC110CE
Small Business, Start-Up
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC111CE
Writing and Research Skills
4 Semester Credits
Equivalent to IHCC ENG 1108 Writing and Research Skills Emphasizes critical writing, reading, and thinking with attention
to rhetorical elements such as argumentative structure, audience, and purpose. Students learn types of college writing
and research techniques; report, synthesize, and draw conclusions from their readings; document the use of sources;
and practice the writing process.
Core Curriculum Component: None
Prerequisite(s): None
MDC112CE
Public Speaking
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC113CE
Research Writing in the Disiplines
2 Semester Credits
IHCC Equivalent: ENG 1111 Research Writing in the Disciplines 2 cr Emphasizes textual analysis of primary and secondary
sources with focus on writing in students' academic and/or professional disciplines.
Core Curriculum Component: None
Prerequisite(s): None
MDC114CE
The Research Paper
4 Semester Credits
Equivalent to IHCC ENG 1114 The Research Paper - WRIT 3 cr Emphasizes critical analysis of fiction or nonfiction texts, at
least one book-length, resulting in a research paper that reflects analysis and synthesis of multiple sources. Prereq:
Grade of C or higher in ENG 1108.
Core Curriculum Component: None
Prerequisite(s): None
MDC1152CE
Leadership Skills Development
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC115CE
Introduction to Philosophy
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
MDC121CE
Introduction to Sociology
4 Semester Credits
MDC121CE Introduction to Sociology IHCC Equivalent: SOC 1100 Introduction to Sociology 4 cr Emphasizes methods,
basic concepts, terminology, and perspectives used by sociologists in analysis of social relationships. Sociological analysis
will focus on American government, family, education, religion, and the economy.
Core Curriculum Component: None
Prerequisite(s): None
MDC122CE
20th Century US History
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC123CE
Small Business Management
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC124CE
Urban Politics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC125CE
State and Local Government
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC129CE
Mathematics for the Liberal Arts
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC130CE
Sociology and the Family
4 Semester Credits
IHCC Equivalent: SOC 1130 Family and Society 3 cr Surveys human relationships from both the sociological and practical
perspectives. Areas of study will include: love, dating, sexuality, singleness, marriage, conflict, parenting, relationship
violence, resingling, and other relevant topics.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
MDC131CE
American Government & Politics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC1400CE
Energy, Environment and Climate
4 Semester Credits
IHCC Equivalent: GEOG 1400 Energy, Environment and Climate 4 cr Provides a holistic approach to the workings of the
atmosphere and climatological impacts on global human populations. Topics include weather patterns and long-term
trends, including global climate change. Climatology relative to the United States will be examined in the context of
extreme weather and alternative energy source potential.
Core Curriculum Component: None
Prerequisite(s): None
MDC141CE
Introduction to Cultural Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC158CE
Political Patterns and Processes
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC190CE
Educational Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC200CE
Introduction to Business
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC201CE
Legal Environment of Business
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
MDC204CE
History of Rock & Roll
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC210CE
Educational Psychology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC211CE
Foundations in Women's Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC222CE
History of the United States Since 1865
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC225CE
Creative Writing
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC226CE
Human Relations in Business
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC231CE
Language and Power
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC240CE
Introduction to Literary Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
MDC241CE
Introduction to Cinema Arts
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC242CE
Humanities: Baroque to Modern
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC251CE
Environmental Science w/Lab
3 Semester Credits
IHCC Course Equivalent - BIOL 1117 Environmental Science (with lab) Introduces non-majors or majors to fundamental
concepts in ecology focusing on man's increasing impact and exploitation of the environment stressing the limits of the
biosphere with respect to resources, energy, and pollution. Activities will include discussion, group activities, guest
speakers and films. One semester credit of lab included.
Core Curriculum Component: None
Prerequisite(s): None
MDC252CE
Principles of Marketing
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC253CE
Chinese Literature
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC254CE
Interpersonal Communication
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC255CE
Small Group Communication
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC256CE
Comparative Religions
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
This course examines the role and functions of religion in society and religious and philosophical concepts. The class will
introduce selected world religious traditions and cultures through exploring the history and key teachings of the
religions, examining ways of being religious in various traditions, reading various texts and anthropological sources, class
presentations, and lecture. Religions studied include Polytheistic and Monotheistic religions, as well as the major
religions of Hinduism, Buddhism, Judaism, Christianity and Islam. The class will discuss how major world religions
respond to contemporary social/global issues. Eqivalent to IHCC Course HIST 2125 History of World Religions: Ancient to
Modern Time 4 cr Compares and contrasts the history of the values, beliefs and world views associated with world
religious faiths, practices and institutions from ancient to contemporary times. Topics include: Views of creation, time
and death, good and evil, the relation to art, relation to political power, and role in social and cultural conflict.
Core Curriculum Component: None
Prerequisite(s): None
MDC265CE
Social Inequalities
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MIS
MIS260
Problem Solving for Business
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MIS264
Statistical Literacy for Managers
4 Semester Credits
Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial
data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews
descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes
the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Communicate results in
a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and
unanticipated onsequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics.
Additional evening sessions are required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); MIS260(Problem Solving for Business)
MIS270
Data Management for Business
4 Semester Credits
Introduces the concepts of data modeling, database structures, and relational databases.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
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Augsburg College 2015-2016 Course Descriptions
MIS295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the area of management information systems.
Core Curriculum Component: None
Prerequisite(s): None
MIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MIS375
E-Commerce
4 Semester Credits
This course provides broad based and balanced coverage of both the strategic business and technology elements of ecommerce. This course presents concepts and skills for the strategic use of e-commerce and related information system
technologies. Students will examine current technology solutions to issues surrounding business-to-business, businessto consumers, and intra-organizational trade. Includes study of network, database and programming concepts and an
examination of e-commerce in altering the structure of entire industries. (Note that this is not a programming or web
development course).
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles
of Marketing); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
MIS376
Project Management
4 Semester Credits
Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories,
techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications
skills needed to manage inevitable changes.
Core Curriculum Component: None
Prerequisite(s): 1 of MIS175(Principles of Computing for Business), MIS260(Problem Solving for Business)
MIS379
Quantitative Methods for Business and Economics
4 Semester Credits
How to read and interpret data to make better business decisions. Topics include descriptive statistics and statistical
inference (confidence intervals and statistical significance). Software used is either Minitab or Excel.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT171(Discrete Mathematics For Computing), MPL(Math Placement
Group); MIS260(Problem Solving for Business)
MIS475
Systems Analysis and Design
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools.
Techniques used include data and process modeling, file and database design, and user interface design. A course-long
project is used to complete a rudimentary system design.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce)
MIS476
Information Systems Projects
4 Semester Credits
Skills developed in previous courses are used to complete an actual project of systems analysis and design.
Core Curriculum Component: None
Prerequisite(s): 1 of MIS175(Principles of Computing for Business), MIS260(Problem Solving for Business),
MIS360(Problem Solving for Business); 1 of MIS270(Data Management for Business), MIS370(Advanced Computing For
Business); MIS375(E-Commerce), MIS376(Project Management), MIS475(Systems Analysis and Design)
MIS479
Business Analytics
4 Semester Credits
Multivariate modeling of business-related programs using computer software. Focuses on model assumptions,
variability explained, statistical significance, and confounding. Models studied in depth include: A/B testing, multivariate
regression, logistic regression, and Monte-Carlo simulation using @Risk. Other models include: cluster and correlation
analysis; classification and discriminant analysis; and ANOVA. Students will learn the power and limitations of each
model studied.
Core Curriculum Component: None
Prerequisite(s): 1 of MIS264(Statistical Literacy for Managers), MIS379(Quantitative Methods for Business and
Economics)
MIS495
Topics
4 Semester Credits
Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and
current problems and policies.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT
MKT252
Principles of Marketing
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and
technological factors as they affect product, promotion, marketing channel, and pricing decisions.
Core Curriculum Component: None
Prerequisite(s): None
MKT299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT350
Consumer Behavior
4 Semester Credits
Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes,
values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and
purchase situation influences. Application to everyday purchasing situations.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT352
Marketing Research and Analysis
4 Semester Credits
Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and
collection and analysis of data.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MIS264(Statistical Literacy for Managers), MIS379(Quantitative
Methods for Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis);
MKT252(Principles of Marketing)
MKT354
Sales Management
4 Semester Credits
Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing
objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation,
quotas, and compensation.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT355
Marketing Communications
4 Semester Credits
Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent
promotion mix.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT357
161
Augsburg College 2015-2016 Course Descriptions
Advertising
4 Semester Credits
Introduction to print, broadcast, and Web-based advertising and promotion as important elements in modern marketing
and communications.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT450
Marketing Management
4 Semester Credits
Application of marketing concepts to day-to-day strategies and long-term planning issues; development and
implementation of marketing plans.
Core Curriculum Component: None
Prerequisite(s): 1 of MKT355(Marketing Communications), MKT357(Advertising); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); MKT252(Principles of Marketing), MKT352(Marketing Research and Analysis)
MKT466
International Marketing
4 Semester Credits
Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a
marketing mix according to the international marketing environment.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ML
ML505
Foundations of Leadership
3 Semester Credits
This course is designed to provide a common foundation for the Master of Arts in Leadership program; laying the
groundwork for both the study of leadership and enhancing the capacity to lead. As an introduction to selected concepts
of leadership, this course provides a historical and philosophical framework for the program. The student experience in
Foundations of Leadership is defined by an exploration of leadership models and styles as they are exemplified in a
variety of well-known texts.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
ML510
Visions of Leadership: A Historical and Literary Journey
3 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
ML511
Creativity and the Problem-Solving Process
3 Semester Credits
Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking.
This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing
innovation, and for seeking an integrative worldview.
Core Curriculum Component: None
Prerequisite(s): None
ML512
Responsible Leadership for the 21st Century
3 Semester Credits
The Augsburg mission statement sets forth the goals of educating students to be responsible leaders. By examining
current social issues and through immersion in Augsburg’s Cedar-Riverside neighborhood, this course will explore
qualities of responsible leadership. The other three pillars of the Augsburg mission will serve as a framework as we
explore how critical thinking, informed citizenship and thoughtful stewardship shape a responsible leader.
Core Curriculum Component: None
Prerequisite(s): None
ML514
Evaluating Empirical Research
3 Semester Credits
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
Core Curriculum Component: None
Prerequisite(s): None
ML520
Self-Identity and Values: Keys to Authentic Leadership
3 Semester Credits
Before you can successfully lead others, you need to know yourself and consciously choose how to live fully and
authentically. Discovering who you are – at the core – will guide you in learning to find your way along your personal
leadership path. The purpose of this course is to facilitate reflection that deepens your understanding of your
commitments to relationships, work, and self, and how you can engage in conversations that enable you to lead a full,
authentic life. To fulfill that purpose you will explore your own life – the factors that have influenced it, and what it can
teach you about your calling and living an authentic life. You will also explore your vision for the future and how to make
it reality.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
ML523
Leading Authentically
3 Semester Credits
Authentic leaders understand their core values and align this knowledge with the organization in which they lead. In this
course, students will articulate their leadership strengths, examine models of leadership, and explore organizational
theories in order to develop a leadership plan that honors their authentic selves.
Core Curriculum Component: None
Prerequisite(s): None
ML527
Spirituality and Leadership in the Workplace
3 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
ML530
Ethics in Communication
3 Semester Credits
Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within
human communication. This course places particular attention on the use and abuse of communication in politics,
advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and
organizational settings.
Core Curriculum Component: None
Prerequisite(s): None
ML531
Dynamics of Change
3 Semester Credits
Effective leadership, by definition, involves social and organizational change. Beginning at the macro level of analysis and
ultimately focusing on leading and responding to change in organizational settings, this course examines the paradigms,
theories and practices that support successful leadership for change. Collaborative presentations provide an opportunity
to apply course ideas to historical and contemporary issues.
Core Curriculum Component: None
Prerequisite(s): None
ML535
Organization Theory and Leadership
3 Semester Credits
In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable
the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within
various types of organizational structures and cultures.
Core Curriculum Component: None
Prerequisite(s): None
ML536
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Augsburg College 2015-2016 Course Descriptions
Facilitating Organizational Change
3 Semester Credits
This course will explore the impact of change on organizations, teams, and individuals. This course will prepare current
and future leaders to effectively lead change efforts in their organizations. This leadership development will be
accomplished through the study of several change management theories and frameworks. Moreover, application and
evaluation of change management theories will be emphasized.
Core Curriculum Component: None
Prerequisite(s): None
ML539
Communicating a Self in the Modern Organization
3 Semester Credits
Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings
with particular emphasis on the self-defining aspects of the social contract between the individual and the organization
in a changing world. Supplementary reading packet, open dialogue, and individual projects.
Core Curriculum Component: None
Prerequisite(s): None
ML540
Political Leadershp: Theory and Practice
3 Semester Credits
Analysis of leadership perspectives in selected political systems and other organizations. Special focus on significant
leadership theories and leaders, past and present. Most theories studied are interdisciplinary and relevant to business
and nonprofit organizations as well as to politics.
Core Curriculum Component: None
Prerequisite(s): None
ML545
Decision Making and Leadership
3 Semester Credits
Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership.
Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making.
Assessment of major social decisions, past and present—their intentions, consequences, arguments, explanations, and
justification.
Core Curriculum Component: None
Prerequisite(s): None
ML548
Coaching and Consulting
3 Semester Credits
The purpose of this course is to develop influence skills through the exploration and application of consulting and
coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop a
toolkit, practice consulting as both a consultant and a client, and reflect on these experiences to develop their own
purpose, principles, and practices for influencing others.
Core Curriculum Component: None
Prerequisite(s): None
ML550
165
Augsburg College 2015-2016 Course Descriptions
Communication, Decision Making, and Technology
3 Semester Credits
Analysis of the role various forms of digitally-mediated communication play in our society and how communication,
decision making, and leadership have been altered by these technologies. Students examine how they can engage and
manage these processes in their organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML553
Design and Leadership
3 Semester Credits
A study of what leaders can learn from artists and designers. The place of aesthetics (look and feel) in today’s business
environment; feeling and the emotions in leadership (Emotional Intelligence); "design" as a cognitive concept and its
place in leadership.
Core Curriculum Component: None
Prerequisite(s): None
ML557
Language of Leadership
3 Semester Credits
Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments
about rhetorical and stylistic strategies. Topics include the use of language as an organizing principle for social
interaction; speech act theory; strategies for giving effective directives; the creation and manipulation of style; the
development of persuasive appeals; the protection of “face;” and strategies for maintaining personal relationships
across hierarchical levels in organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML560
Cultural Competence and Effective Leadership
3 Semester Credits
This course focuses on the ability to function and lead in culturally diverse contexts within the US. Goals include
improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic
groupings, and awareness of key issues facing those groups.
Core Curriculum Component: None
Prerequisite(s): None
ML563
Leadership in a Global Society
3 Semester Credits
This class focuses on enhancing global leadership competencies, beginning with core concepts and personal assessments
and concluding with a global leadership development project where learners demonstrate their ability to take theory to
practice. Course activities include personal assessments, a critical review paper, a literature review, and a final project
proposal paper in which all the elements come together.
Core Curriculum Component: None
Prerequisite(s): None
ML565
166
Augsburg College 2015-2016 Course Descriptions
Women and Leadership
3 Semester Credits
A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An
interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to
leadership, women and careers, and women in society past and present. The course is intended to enhance the
analytical and leadership skills of the participants.
Core Curriculum Component: None
Prerequisite(s): None
ML570
Negotiation: Theory and Practice
3 Semester Credits
An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in
negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model
with survey of examples of other types of negotiation.
Core Curriculum Component: None
Prerequisite(s): None
ML574
Strategic Leadership
3 Semester Credits
The course develops students’ ability to think strategically and lead organizations through planning and implementation.
Application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings
cover practices in for-profit and nonprofit organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML575
Constructive Conflict Resolution
3 Semester Credits
Course description: This class addresses conflict from the perspective of one’s personal life, the workplaces and the
world. The course teaches how people are affected by different types of conflict and how to assure constructive
outcomes. Coursework includes reading assignments, class discussion and role plays, two papers that analyze and
resolve conflict situations, and a final paper incorporating all elements of constructive conflict resolution.
Core Curriculum Component: None
Prerequisite(s): None
ML576
Leading Innovation
3 Semester Credits
Course description: Innovation is “people creating value through the implementation of new ideas” (Innovation
Network). This course explores what is involved in providing quality leadership that helps create, lead and assess
innovations within either corporate or nonprofit organizations. It provides a brief overview of the history of innovation
and then will focus on what is involved in successfully leading innovation efforts.
Core Curriculum Component: None
Prerequisite(s): None
ML577
167
Augsburg College 2015-2016 Course Descriptions
Universal Responsibility and Leadership: A Nicaraguan Experience
3 Semester Credits
The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis
and one or two weeks in Nicaragua. The Nicaraguan portion includes meetings with leaders, a homestay in the twoweek option, and visits to multiple sites and organizations. Topics such as Nicaraguan history, politics, indigenous
cultures, poverty, health care, literacy, the arts, business foreign investment, and relations with the US government and
nonprofit organizations are explored. Special fees apply.
Core Curriculum Component: None
Prerequisite(s): None
ML580
Colloquium on Contemporary Theories of Leadership
3 Semester Credits
Selected contemporary theories of leadership plus a case study on a prominent leader. Student must earn a grade of 3.5
to have this course be counted as one of the final projects under Plans B, C, D. The student must attain a 3.5 within three
academic terms (including the term the course is given) or receive a 0.0 for the course. (Prereq: at least one year course
work in MAL and ML510)
Core Curriculum Component: None
Prerequisite(s): ML510(Visions of Leadership: A Historical and Literary Journey)
ML585
Integrating the Theory and Practice of Responsible Leadership
3 Semester Credits
This Seminar provides a culminating learning experience for participants in the program who have completed all other
degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical
analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how
leadership manifests itself in practice. This integration and synthesis of learning will be demonstrated through critical
reading, writing, and dialogue.
Core Curriculum Component: None
Prerequisite(s): None
ML588
Final Project Seminar: Action Research
3 Semester Credits
In this course students who are pursuing the cohort program will have the opportunity to write their final project doing
action research on their own organization.
Core Curriculum Component: None
Prerequisite(s): None
ML589
Comprehensive Exam Seminar
3 Semester Credits
This course is a completion option for the Master of Arts in leadership. Students prepare for the examination series-oral,
written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final course
taken in the program; no other course may be taken at the same time.
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
ML592
Thesis/Leadership Applied Project Consultation I
3 Semester Credits
Independent thesis/leadership applied project research under the guidance of an academic adviser.
Core Curriculum Component: None
Prerequisite(s): None
ML593
Thesis/Leadership Applied Project Consultation II
3 Semester Credits
Completion of the thesis/leadership applied project under the guidance of an academic adviser
Core Curriculum Component: None
Prerequisite(s): None
ML597
Non-Thesis Independent Project
3 Semester Credits
Major written project in consultation an academic adviser. The research is presented in a colloquium.
Core Curriculum Component: None
Prerequisite(s): None
ML598
Independent Study
3 Semester Credits
Provides directed independent study in an area of the student’s choice. Open to students who have completed at least
three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed
by the supervising instructor. Proposals must be approved by the MAL program director prior to registration for the
course. Students may not take more than one independent study course.
Core Curriculum Component: None
Prerequisite(s): None
ML599
Topics
3 Semester Credits
Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics
will be published prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
ML998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUE
MUE111
169
Augsburg College 2015-2016 Course Descriptions
Augsburg Choir
1 Semester Credits
Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by wellknown Scandinavian and American composers as well as a wide variety of music from throughout the world. To meet
the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits
may be used toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the
director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE112
Riverside Singers
1 Semester Credits
The Riverside Singers, directed by Nancy Grundahl, carry on the long tradition of treble choirs at Augsburg College. This
ensemble sings a wide range of repertoire, participates in Vespers and Women’s Voice festival and teaches all its
members principles of healthy singing and good choral musicianship. To meet the LAF Fine Arts requirement, students
must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used toward graduation.
Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE113
Vocal Chamber Music
0 Semester Credits
This performance-based course introduces singers to a range of music composed for small groups of singers and/or
instrumentalists. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE114
Masterworks Chorale
1 Semester Credits
Celebrating its 19th anniversary of performances under founder and director Peter Hendrickson, the Masterworks
Chorale of Augsburg, is a unique mix of auditioned Augsburg College day students, Weekend College students, faculty,
staff, alumni and community friends. This ensemble performs masterpieces for choir and orchestra and continues to
establish itself as a dynamic choral ensemble in the Twin Cities.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE115
Cedar Singers
1 Semester Credits
The Cedar Singers, directed by Dale Kruse, embraces a wide variety of music, from sacred chant and masterworks for
men’s voices to spirituals and pop songs. The choir is also focused on celebrating the camaraderie and beauty of male
choral singing. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A
maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by
contacting the director.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE121
Orchestra
1 Semester Credits
The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has played
everything from settings of traditional Chinese songs and Renaissance masses to jazz standards. Since 2005 conductor
Douglas Diamond has worked to build a collegiate symphonic ensemble and the group’s repertoire has included
accessible masterpieces such as symphonies by Beethoven and Schubert. The students’ study of these styles is enhanced
by private lessons with the Augsburg music faculty. To meet the LAF Fine Arts requirement, students must register for 1
credit for 4 consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled
the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE122
String Chamber Music
0 Semester Credits
This performance-based course introduces string players to a range of music composed for one string player per part,
and may include duos, trios and string quartets as well as music written for strings in combination with other
instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to
non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE125
Guitar Chamber Music
0 Semester Credits
This performance-based course introduces guitar students to a range of music composed for one guitar per part and
may include duos, trios and quartets as well as music for guitar combined with other instrumentalists or singers. This
course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the
instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE131
Woodwind Chamber Music
0 Semester Credits
This performance-based course introduces woodwind players to a range of music composed for one wind player per
part and may include duos, trios or woodwind quintets as well as music for winds in combination with other
instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to
non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE141
Concert Band
1 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
The Augsburg Concert Band, directed by Dr. Michael Buck, is a 60-member symphonic band, performing wind band
music of a high artistic level. The group has performed and toured extensively throughout the United States and to
numerous international destinations. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4
consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week
of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE142
Brass Chamber Music
0 Semester Credits
This performance-based course introduces brass players to a range of music composed for one brass player per part,
and may include duos or brass quintet music, as well as music for brass in combination with other instrumentalists
and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by
permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE143
Jazz Ensemble
1 Semester Credits
The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed
reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director.
Preference is given to Concert Band members.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): None
MUE144
Percussion Chamber Music
0 Semester Credits
This performance-based course introduces percussionists to a wide range of music composed for one player per part,
and may include duos, trios or quartets as well as works for percussion ensemble. Led by studio instructor Matt Barber,
in recent years the group has given its own annual concert of diverse repertoire, instrumentation and musical styles. This
course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the
instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE145
Piano Chamber Music
0 Semester Credits
This performance-based course introduces piano students to a range of music composed for one performer per part,
and may include piano duos, trios or music that combines the piano with other instruments and singers. This course
fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the
instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE294
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Augsburg College 2015-2016 Course Descriptions
Opera Workshop
4 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): None
MUE494
Advanced Opera Workshop
1 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): MUE294(Opera Workshop)
MUP
MUP111
Performance Study: Voice
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP114
Performance Studies: Voice
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUP116
Performance Study: Electric Bass
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP121
Performance Study: Violin
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
MUP122
Performance Study: Viola
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP123
Performance Study: Cello
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP124
Performance Study: Bass
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP131
Performance Study: Oboe
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP132
Performance Study: Bassoon
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
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Augsburg College 2015-2016 Course Descriptions
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP133
Performance Study: Clarinet
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP134
Performance Study: Saxophone
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP135
Performance Study: Flute
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP137
Performance Study: Horn
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP141
Performance Study: Trumpet
0 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP142
Performance Study: Trombone
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP143
Performance Study: Baritone
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP144
Performance Study: Tuba
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP152
Performance Study: Piano
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP159
Piano Accompanying
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Augsburg College 2015-2016 Course Descriptions
0 Semester Credits
This offering is an opportunity for music majors to receive individual weekly coaching with one of Augsburg’s piano
faculty or staff accompanists, and is highly recommended for students preparing for recitals, auditions, or special
performance projects. Registration requires pre-notification/approval from the appropriate coach. MUP fee schedule
applies (see the Music Department Student Handbook)
Core Curriculum Component: None
Prerequisite(s): None
MUP161
Performance Study: Guitar
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP171
Performance Study: Percussion
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP181
Performance Study: Organ
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP191
Performance Study: Harp
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP192
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Augsburg College 2015-2016 Course Descriptions
Performance Study: Improvisation
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP193
Performance Study: Composition
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP311
Performance Study: Voice
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP316
Performance Study: Electric Bass
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP321
Performance Study: Violin
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP322
Performance Study: Viola
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Augsburg College 2015-2016 Course Descriptions
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP323
Performance Study: Cello
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP324
Performance Study: Bass
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP331
Performance Study: Oboe
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP332
Performance Study: Bassoon
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP333
Performance Study: Clarinet
0 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP334
Performance Study: Saxophone
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP335
Performance Study: Flute
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP337
Performance Study: Horn
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP341
Performance Study: Trumpet
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP342
Performance Study: Trombone
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP343
Performance Study: Baritone
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP344
Performance Study: Tuba
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP352
Performance Study: Piano
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP361
Performance Study: Guitar
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP371
Performance Study: Percussion
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
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Augsburg College 2015-2016 Course Descriptions
MUP381
Performance Study: Organ
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP391
Performance Study: Harp
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP392
Performance Study: Improvisation
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP393
Performance Study: Composition
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS
MUS101
Materials of Music I
2 Semester Credits
Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. (Prereq.: Theory Placement Test)
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS102
Materials of Music II
2 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Diatonic harmony, secondary dominants, and simple modulations. (Prereq.: Theory Placement Test)
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I)
MUS105
The Music Business
4 Semester Credits
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.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
MUS111
Aural Skills I
2 Semester Credits
In this course students will strengthen their listening skills by aurally identifying intervals, chords, scales, and pitch
relationships.
Core Curriculum Component: Fine Arts
Prerequisite(s): MUS101(Materials of Music I)
MUS112
Aural Skills II
2 Semester Credits
Development of listening and reading skills to parallel progress in MUS 102.
Core Curriculum Component: None
Prerequisite(s): MUS111(Aural Skills I)
MUS130
Introduction to Music in the Fine Arts
4 Semester Credits
E.D. Hirsch describes cultural literacy as “the network of information that all competent readers possess.” This course
draws students into that information web using the history of Western art music as the thread that ties culture together
from the Middle Ages to the present. A “top ten of the last millennium” will provide mileposts for understanding music
in social context. Live performance will be a feature of this course. Evaluation of student work will include short essay
papers, several quizzes, and a midterm and final examination. The ability to read music is not required.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS135
Class Piano 1
1 Semester Credits
This course is designed for beginning pianists with minimal piano training. The course will teach basic piano skills in the
areas of sightreading; scales and chords progressions; improvisation; and repertoire from a variety of styles. The class
will use and apply many of the concepts, terms, and ideas taught in MUS 101/111. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS111(Aural Skills I)
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Augsburg College 2015-2016 Course Descriptions
MUS136
Class Piano 2
1 Semester Credits
This course is a continuation of MUS 135: Class Piano 1, and will build on the skills introduced in these classes. The
course is designed for students with some prior piano and music theory training and/or students who have completed a
class piano course. (Prereq.: Theory Placement Test)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS155(Class Piano)
MUS152
Class Voice
1 Semester Credits
Fundamentals of tone production and singing.
Core Curriculum Component: None
Prerequisite(s): None
MUS158
Class Guitar
1 Semester Credits
Beginning techniques of classic guitar.
Core Curriculum Component: None
Prerequisite(s): None
MUS160
Fundamentals of Music
4 Semester Credits
Introduction to the basic elements of Western musical notation (pitch, rhythm, meter, intervals, major and minor scales,
key signatures, and chords). Students will develop basic aural and keyboard skills, identify typical compositional forms in
popular and classical music. Students write their own composition for the final project.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS162
Entrepreneurship for Creative Businesses
2 Semester Credits
This course provides students who are interested in careers in the arts, music, or entertainment an opportunity to
explore the skills needed to operate their own creative business, discover alternatives to the standard career paths in
the creative arts, and how to turn a creative passion into a career.
Core Curriculum Component: None
Prerequisite(s): None
MUS201
Materials of Music III
2 Semester Credits
Continuation of MUS 102 with chromatic harmony and modulation.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II)
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Augsburg College 2015-2016 Course Descriptions
MUS202
Form and Analysis
2 Semester Credits
Musical structures of common practice period and introduction to 20th-century practice.
Core Curriculum Component: None
Prerequisite(s): MUS201(Materials of Music III), MUS211(Aural Skills III)
MUS205
Legal Issues in Music, Entertainment, and the Arts
4 Semester Credits
This course examines the fundamental legal and ethical issues encountered by artists and professionals in the creative
industries and how the law affects consumers, business relationships, and the economy. Topics include copyright, piracy,
trademark, liability, 1st Amendment issues, publicity rights, unions, royalties, Performing Rights Organizations, the
Talent Agency Act, and conflicts of interest.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS211
Aural Skills III
2 Semester Credits
Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201.
Core Curriculum Component: None
Prerequisite(s): MUS112(Aural Skills II)
MUS212
Aural Skills IV
2 Semester Credits
Further development of listening skills to parallel progress in MUS 202.
Core Curriculum Component: None
Prerequisite(s): MUS211(Aural Skills III)
MUS220
Worlds of Music
4 Semester Credits
A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS221
Introduction to Music Technology
2 Semester Credits
Explore aspects of integrating (electronic and information) technology into music performance and music education
activities. Topics include selecting, preparing, utilizing and evaluating technology tools such as software, hardware, and
related products. Emphasis on combining engaging and effective instructional pedagogy practices with music content
knowledge. Technologies include tools for general productivity, music notation, music performance, music assessment,
music production and emerging digital teaching and learning.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of MUE111(Augsburg Choir), MUE112(Riverside Singers), MUE114(Masterworks Chorale),
MUE115(Cedar Singers), MUE121(Orchestra), MUE141(Concert Band), MUS101(Materials of Music I)
MUS231
History and Literature of Music I
4 Semester Credits
An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts
as well as basic knowledge of repertory.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II), MUS201(Materials of Music III)
MUS232
History and Literature of Music II
4 Semester Credits
Continuation of MUS 231 from 1750 to the present.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II), MUS201(Materials of Music III)
MUS234
Church Music and Worship
4 Semester Credits
This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries.
Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current
practices emerging in the digital age. Experiential components to the course will allow students the opportunity to
critically assess and plan worship services.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search
for Meaning I+II)
MUS235
Skills of Music Theater
4 Semester Credits
This course provides an interdisciplinary approach to the topic using music and theater techniques to develop the
student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading,
writing, research, class discussion, exercises, small and large group participation, memorization, and public performance.
Students will attend and review live productions.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS237
Class Piano 3
1 Semester Credits
This course is a continuation of Class Piano 1 and 2 and is designed for students with solid piano training (prior to
Augsburg) and/or students who have completed MUS 135 and MUS 136. (Prereq.: Placement Test and/or permission of
instructor)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS155(Class Piano)
MUS238
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Augsburg College 2015-2016 Course Descriptions
Class Piano 4
1 Semester Credits
This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this course students should have a
command of the skills required for the piano proficiency exam. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS155(Class Piano), MUS237(Class Piano 3)
MUS241
History of Jazz
4 Semester Credits
This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many
styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS245
Arts Management and Concert Promotion
4 Semester Credits
A study of the role of the artist manager in career development and the role of the arts administrator in the
management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the
industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on
developing a working vocabulary of industry topics and in benefiting from practical field experience.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS105(MUSIC Marktn Promotn Publish Recor), MUS105(The Music Business)
MUS251
English Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of English through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS252
Italian Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of Italian through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS253
German Diction
1 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Intensive course covering basic singing pronunciation of German through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS254
French Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of French through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS271
Introduction to Music Therapy
2 Semester Credits
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and
acquisition of skills in improvisation. Includes on-campus practicum with children.
Core Curriculum Component: None
Prerequisite(s): None
MUS272
Human Identity through the Creative Arts
4 Semester Credits
A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological,
cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of
art, music, drama, and movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS274
Music Therapy Practicum
0 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
MUS275
Music Therapy Practicum
0 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
MUS290
History of Caribbean Music
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS295
Topics
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS311
Composition I
2 Semester Credits
This course teaches the ranges and characteristics of voices and orchestral instruments, standard notation and score
layout. Student will also study related 20th-century literature.
Core Curriculum Component: None
Prerequisite(s): MUS202(Form and Analysis), MUS212(Aural Skills IV)
MUS312
Composition II
2 Semester Credits
This course introduces contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism,
indeterminacy, electronic music, minimalism, decategorization and related literature are also explored.
Core Curriculum Component: None
Prerequisite(s): MUS311(Composition I)
MUS331
Music of the Baroque Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Baroque Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
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Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of
Music I), MUS232(History and Literature of Music II)
MUS332
Music of the Classical Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Classical Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of
Music I), MUS232(History and Literature of Music II)
MUS333
Music of the Romantic Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Romantic Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of
Music I), MUS232(History and Literature of Music II)
MUS334
Music of the 20th Century
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the 20th Century. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of
Music I), MUS232(History and Literature of Music II)
MUS335
Music Business
4 Semester Credits
This course focuses on the recording industry. Topics include publishing, licensing, record label operations, music
industry contracts, DIY record releases, performing rights organizations, distribution, and social media. Musical genres
and historical periods are compared and analyzed.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): MUS205(Legal Issues in Music, Entertainment, and the Arts)
MUS336
Arts Management and Concert Promotion
4 Semester Credits
A study of the role of the artist manager in career development and the role of the arts administrator in the
management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the
industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on
developing a working vocabulary of industry topics and in benefiting from practical field experience.
Core Curriculum Component: None
Prerequisite(s): MUS205(Legal Issues in Music, Entertainment, and the Arts)
MUS340
Music Therapy Techniques and Materials I
2 Semester Credits
This course will introduce students to primary instruments used in music therapy sessions. Classes will focus on skill
development in accordance with AMTA standards. The course will emphasize functional playing skills as well as song
composition and group leading.
Core Curriculum Component: None
Prerequisite(s): None
MUS341
Basic Conducting
2 Semester Credits
Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques,
basic nomenclature.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS111(Aural Skills I), MUS231(History and Literature of Music I)
MUS342
Choral Conducting
2 Semester Credits
Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the
choir.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
MUS344
Instrumental Conducting
2 Semester Credits
Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental
ensembles.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
MUS345
Music Therapy Techniques and Materials II
2 Semester Credits
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This experiential course introduces improvisation and uses the skills acquired inMusic Therapy Techniques and Materials
I.
Core Curriculum Component: None
Prerequisite(s): None
MUS355
Music Methods: Strings
2 Semester Credits
This methods course introduces string instrument performance techniques and problems. Students will perform on
violin/viola, cello, and double bass. Other topics include performance practice, instructional pedagogy, instructional
materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS356
Music Methods: Brass and Percussion
2 Semester Credits
This methods course introduces brass/percussion performance techniques and problems. Students will perform on at
least one brass instrument and snare drum. Other topics include performance practice, instructional pedagogy,
instructional materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS357
Music Methods: Woodwinds
2 Semester Credits
This methods course introduces woodwind performance techniques and problems. Students will perform on flute, one
single reed instrument, and one double reed instrument. Other topics include performance practice, instructional
pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS358
Junior Recital
0 Semester Credits
One-half hour recital at repertoire level III for music education majors; one hour recital at level IV for music performance
majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS359
Music Methods: Vocal
2 Semester Credits
This methods course introduces choral/vocal performance techniques and problems. Students will perform vocal solo
and ensemble repertoire. Other topics include performance practice, instructional pedagogy, physiological mechanics of
singing, and instructional materials.
Core Curriculum Component: None
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Prerequisite(s): None
MUS363
Expressive and Creative Arts in Healing
4 Semester Credits
An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and
demonstrate specific specialties in expressive and creative arts, as used in therapy.
Core Curriculum Component: None
Prerequisite(s): None
MUS372
Psychological Foundations of Music I
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): 1 of PSY215(Research Methods and Statistics I) *concurrent registration is acceptable*,
SOC362(Statistical Analysis) *concurrent registration is acceptable*; 1 of MAT105(Applied Algebra), MPL(Math
Placement Level 3)
MUS373
Psychological Foundations of Music II
4 Semester Credits
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy.
Theories of learning music, musical talent, and performance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
MUS374
Music Therapy Practicum
0 Semester Credits
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including
improvisation. Two hours per week.
Core Curriculum Component: None
Prerequisite(s): None
MUS375
Music Therapy Practicum
0 Semester Credits
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including
improvisation. Two hours per week.
Core Curriculum Component: None
Prerequisite(s): None
MUS392
Topics
4 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): None
MUS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS408
Current and Future Issues in the Music Industry
2 Semester Credits
A look at current and emerging trends in the music industry. Students will analyze case studies, the latest music industry
research, and readings that examine different stake holders' perspectives of the current state of the industry.
Core Curriculum Component: None
Prerequisite(s): MUS162(Entrepreneurship for Creative Businesses), MUS205(Legal Issues in Music, Entertainment, and
the Arts), MUS335(Music Business), MUS336(Arts Management and Concert Promotion)
MUS435
Voice Repertoire
2 Semester Credits
A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas.
Includes listening, writing, and performance. Required for vocal performance majors.
Core Curriculum Component: None
Prerequisite(s): MUS251(English Diction), MUS252(Italian Diction), MUS253(German Diction), MUS254(French Diction)
MUS436
Piano Repertoire
2 Semester Credits
This course introduces students to a wide variety of music written for keyboard instruments from the 17th century to
the present.
Core Curriculum Component: None
Prerequisite(s): MUS231(History and Literature of Music I), MUS232(History and Literature of Music II)
MUS456
Piano Pedagogy
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2 Semester Credits
This course introduces students to various ideas, tools, methodologies, and resources associated with piano teaching.
Students will apply what they learn in class to actual teaching experiences through a community service-learning
requirement. This course fulfills the Augsburg Experience requirement.
Core Curriculum Component: None
Prerequisite(s): None
MUS458
Senior Recital
0 Semester Credits
One-half hour recital for B.A. Music and B.S. Music Therapy majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS459
Senior Recital
0 Semester Credits
One hour recital for B.M. Music Education and B.M. Music Performance majors. Studio instructor may request a recital
preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS474
Music Therapy Practicum
1 Semester Credits
Volunteer work under the supervision of a Board Certified Music Therapist. Two hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 3 of MUS274(Music Therapy Practicum), MUS275(Music Therapy Practicum), MUS374(Music Therapy
Practicum), MUS375(Music Therapy Practicum); MUSICADMIT(Music Department Admission)
MUS475
Music Therapy Practicum
1 Semester Credits
Volunteer work under the supervision of a Board Certified Music Therapist. Two hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 3 of MUS274(Music Therapy Practicum), MUS275(Music Therapy Practicum), MUS374(Music Therapy
Practicum), MUS375(Music Therapy Practicum); MUSICADMIT(Music Department Admission)
MUS480
Music Therapy Senior Seminar
4 Semester Credits
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.
Core Curriculum Component: Keystone
Prerequisite(s): None
MUS481
Music Therapy Clinical Internship
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0 Semester Credits
Full-time placement in an AMTA-approved internship site for six months (minimum 1,020 hours toward the AMTA
required total of 1,200 hours). Application for internship must be made nine months in advance. (Prereq.: Completion of
all graduation requirements)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS496
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS498
Independent Study
2 Semester Credits
Advanced research and projects not otherwise provided in the department curriculum.
Core Curriculum Component: None
Prerequisite(s): None
MUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS510
Advanced Music Therapy Theory
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of music therapy theories and approaches.
Application of current music therapy theories and approaches in a variety of client-based settings will further foster
acquisition of advanced practice skills. Practice synthesizing and translating research surrounding various music therapy
approaches into evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS511
Advanced Music Therapy Clinical Practicum
0 Semester Credits
In this course, students will be advancing their clinical practice skills by gaining experience in community practice and
practicum settings. The course will incorporate completing a thorough assessment, developing treatment plan and
document therapeutic progress. Students will complete self-evaluations, reflect on clinical experiences, utilize evidencebased practice and complete a case study. Students will also engage in weekly group supervision and individual
supervision through the practicum experience.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS515(Advanced Music Therapy Clinical Practice I) *concurrent registration is required*,
MUS520(Advanced Music Therapy Clinical Practice II) *concurrent registration is required*, MUS550(Music
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Psychotherapy) *concurrent registration is required*, MUS560(Music and Imagery) *concurrent registration is
required*, MUS570(Music, Neurology, and Physiology) *concurrent registration is required*
MUS515
Advanced Music Therapy Clinical Practice I
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of receptive and re-creative music therapy
methods. Application of receptive and re-creative methods will be explored through review of research literature,
readings, discussions, and experiential exercises. These methods will be explored for use in a variety of client-based
settings and through experiential learning exercises, to further foster acquisition of advanced practice skills.
Core Curriculum Component: None
Prerequisite(s): None
MUS520
Advanced Music Therapy Clinical Practice II
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of creative and improvisational music therapy
methods for use in a variety of clinical settings. These methods will be explored through review of research literature,
readings, discussions, and experiential exercises. Students will practice synthesizing and translating research
surrounding various music therapy approaches into their own evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS525
Cross-Cultural Awareness in Music Therapy
3 Semester Credits
This course provides an in-depth exploration of specific needs of clients from various and diverse cultures and training in
specialized music therapy approaches and methods. This course emphasizes developing the clinical understanding,
acquisition and application of skills in various ethnic musical forms.
Core Curriculum Component: None
Prerequisite(s): None
MUS530
Music Therapy Ethics
2 Semester Credits
This course explores core concepts of the ethical decision-making process as it applies to music therapy practice,
supervision and research. Course content includes a focus on self-awareness, values, professional competencies and
self-care, client rights, relationships and boundaries, confidentiality and privacy, multicultural perspective and diversity
issues, business conduct and digital and social media use.
Core Curriculum Component: None
Prerequisite(s): None
MUS535
Music Therapy Supervision and Professional Development
2 Semester Credits
This course provides an in-depth exploration of music therapy supervision, consultation and professional development.
The course includes an overview of various theories and models of music therapy supervision, with a focus on
maintaining effective supervisory relationships and evaluating supervisees. The course will also explore practices that
foster self-care and professional development.
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Core Curriculum Component: None
Prerequisite(s): None
MUS540
Music Therapy Research I
3 Semester Credits
This course will provide an overview of research in music therapy in medicine and healthcare. This will include
opportunities for exploring music therapy theories, practice, and models for conducting research. Students will identify
their own research interests and biases, as well as formulating research questions based on a review of the literature,
their clinical practice, and experience. Models of quantitative research are examined, as well as identifying and
developing and applying the skills necessary for conducting research.
Core Curriculum Component: None
Prerequisite(s): None
MUS545
Music Therapy Research II
3 Semester Credits
This course will provide an overview of qualitative and mixed methods research in music therapy in medicine and
healthcare. This will include exploring the five approaches in qualitative research as well as models of mixed methods
research. Current developments and issues in music therapy qualitative and mixed methods research will be reviewed
and explored.
Core Curriculum Component: None
Prerequisite(s): None
MUS550
Music Psychotherapy
2 Semester Credits
Family psychotherapy sessions in a variety of clinical settings. Throughout the course, emphasis is on to the integration
of receptive, re-creative, creative and improvisational methods as well as verbal processing techniques. Additionally, the
course will focus on how songs and music are utilized as a means of assessment, treatment and evaluation in music
psychotherapy practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS560
Music and Imagery
2 Semester Credits
This course focuses on exploring the historical development of music and imagery, various theories, philosophies, and
types of imagery, the relationship between music and imagery, and applying imagery techniques in a wide array of
health care settings.
Core Curriculum Component: None
Prerequisite(s): None
MUS570
Music, Neurology, and Physiology
2 Semester Credits
This course will provide an overview of the theoretical foundations and latest research in music as it is related to
neurology, neuropathology, and physiology. Explore the impact music has on the developing brain and throughout the
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Augsburg College 2015-2016 Course Descriptions
lifespan. Principles of Neurological Music Therapy (NMT) will be reviewed for patients with neurological impairment and
utilized in cognitive and physical rehabilitation. The course will include an overview of NMT and various NMT
techniques. This course builds on advanced clinical practice skills in music therapy.
Core Curriculum Component: None
Prerequisite(s): None
NOR
NOR111
Beginning Norwegian I
4 Semester Credits
Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and
its cultural context.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
NOR112
Beginning Norwegian II
4 Semester Credits
Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and
its cultural context.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of LANGPLCMNT(Language Placement), NOR111(Beginning Norwegian I)
NUR
NUR300
Trends and Issues in Nursing
4 Semester Credits
A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social,
political, and professional trends and issues are explored in relation to their implications for a changing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR305
Communication
4 Semester Credits
Explores the components of the professional role and continues the professional socialization process. Theories about
how individuals and groups communicate are applied to changing professional roles. With consent of instructor students
may take this course concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*; 1 of ENG111(Effective
Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating
Letters), WPL(Writing Placement Level)
NUR306
Paradigms in Nursing
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing
practice are studied and applied to practice and research. With consent of instructor students may take this course
concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*
NUR314
Self-Care I: Health of the Nurse
2 Semester Credits
In this course, you will explore the meaning of self-care, and its application to professional nursing. Multiple modalities
will be introduced to expand the knowledge, understanding, and need for self-care in the nursing profession. A personal
self-care plan will be developed and implemented into your personal life throughout this course. The plan will also be
evaluated, with in-depth reflection on the process.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing)
NUR315
Self-Care II: Health of the Nurse
2 Semester Credits
In this course, modalities will be introduced, beyond what you learned in NUR 314. Your personal self-care plan will be
expanded to include self-care at work. This revised plan will be implemented throughout this course, and evaluated,
with in-depth reflection on the process. This process will allow the student to make life-long use of the experiential
opportunities gained regarding their self-care.
Core Curriculum Component: None
Prerequisite(s): NUR314(Self-Care I: Health of the Nurse)
NUR403
Families and the Life Cycle
4 Semester Credits
Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family
structure and function throughout the life span.
Core Curriculum Component: None
Prerequisite(s): NUR305(Communication), NUR306(Paradigms in Nursing)
NUR410
Community Health Nursing I
4 Semester Credits
Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals,
families, groups, and communities.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of NUR300(Trends and Issues in
Nursing), NUR330(Trends and Issues in Nursing); NUR305(Communication), NUR306(Paradigms in Nursing)
NUR411
Practicum: Community Health Nursing II
4 Semester Credits
Provides clinical experience in community-based health care delivery systems. Students will apply nursing process,
teaching/learning theory, and public health principles with culturally diverse clients.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: Augsburg Experience
Prerequisite(s): NUR410(Community Health Nursing I) *concurrent registration is acceptable*
NUR432
Transcultural Healing Practices
4 Semester Credits
This course will introduce students to complementary healing practices including the historical and cultural contexts in
which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of
healing in selected complementary therapies: music therapy, energy healing practices, movement therapies,
homeopathy, manual therapies, nutrition, and nutritional supplements. Students will apply these understandings to selfcare of the nurse as well as patient populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR490
Leadership/Management
4 Semester Credits
The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the
professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics,
accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice
settings with a professional nurse preceptor. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing)
NUR495
Topics
4 Semester Credits
Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending
upon the interests of the faculty and students.
Core Curriculum Component: None
Prerequisite(s): None
NUR496
Independent Study/Research
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR500
Transcultural Health Care
3 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
This course explores meanings and expressions of health, illness, caring, and healing transculturally. Culture is examined
as a pervasive, determining "blue print" for thought and action throughout the human health experience. Patterns of
human interaction that foster health and quality of life are analyzed and health destroying patterns of interaction, i.e.,
stereotyping, discrimination, and marginalization, are submitted to moral and ethical reflection. Likewise, power
structures within dominant social systems (including the Western bio-medical care system) are discussed to identify
dilemmas of justice related to resource allocation.
Core Curriculum Component: None
Prerequisite(s): None
NUR500P
Practicum: Transcultural Health Care
1 Semester Credits
This practicum explores meanings and expressions of health, illness, caring and healing transculturally. Students are
introduced to fundamental skills of transcultural nursing practice in a variety of settings and guided to recognize cultural
dynamics that shape the underlying relationships of health and healing.
Core Curriculum Component: None
Prerequisite(s): None
NUR501
Nursing Leadership in Complex Adaptive Systems
3 Semester Credits
This course examines transcultural care systems through a complex science lens and a nursing leadership perspective.
Organizations and care systems are viewed as complex adaptive systems where continuous change and unpredictability
rule development and system-wide evolution. The importance of relationships, the role of self-organization
(autopoeisis), and the processes of emergence and co-evolution are explored via readings and class discussion.
Core Curriculum Component: None
Prerequisite(s): None
NUR501P
Practicum: Nursing Leadership in Complex Adaptive Systems
1 Semester Credits
This practicum focuses on leadership skills necessary to lead change in open dynamic networks of care and healing.
Reflective practice opportunities are created in emerging care settings.
Core Curriculum Component: None
Prerequisite(s): None
NUR505
Theoretical Foundations for Advanced Nursing Practice
3 Semester Credits
This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice.
Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the
provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory
advancement and as an accumulating body of nursing knowledge.
Core Curriculum Component: None
Prerequisite(s): None
NUR505P
Practicum: Theoretical Foundations for Advanced Nursing Practice
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Augsburg College 2015-2016 Course Descriptions
1 Semester Credits
This practicum is designed to expand horizons of meaning and action in the world. Focus is on nursing science and
nursing theory as foundational to advanced nursing practice. Embodied ways of knowing, health and healing practices,
self-care modalities, and expanding conscious awareness are explored and experienced for practical application in local
contexts.
Core Curriculum Component: None
Prerequisite(s): None
NUR520
Research Methods in Nursing
3 Semester Credits
Through a combination of literature review, field experience, and class discussion, research methods relevant to the
exploration of culture and health will be examined. Class topics will include formulating study questions to explore
collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field
research, and issues of interpretation and analysis in qualitative research. (Prereq.: college-level statistics course)
Core Curriculum Component: None
Prerequisite(s): None
NUR520P
Practicum: Research Methods in Nursing
1 Semester Credits
This practicum is associated with NUR 520 and focuses on the research process to benefit the profession of nursing and
contribute to the knowledge base for practice. during the NUR 520 course students explore quantitative and qualitative
methodologies with an emphasis on utilizing a methodology appropriate to questions of transcultural and
transformational practice. In this practicum, students will design a research study proposal based on their nursing
practice focus.
Core Curriculum Component: None
Prerequisite(s): None
NUR521
Transformational Nursing Leadership
3 Semester Credits
This course emphasizes transformational nursing leadership and management in partnership with diverse groups.
Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging
care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical
practica.
Core Curriculum Component: None
Prerequisite(s): None
NUR521P
Practicum: Transformational Nursing Leadership
1 Semester Credits
This practicum provides opportunities for students to explore nursing leadership styles in collaboration with individuals
and teams of health care professionals in a variety of care settings. Participant-observation encourages identification of
dominant values and beliefs within care systems and organizations. How values and beliefs influence leadership styles,
health outcomes among diverse populations, and work environments are also examined. Leadership styles that foster
positive health outcomes and healthy work environments are uplifted.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
NUR523
Theory, Research, and Practice Seminar
3 Semester Credits
The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its
contribution to developing practice in transcultural community health care. Through reflection and dialogue, which
includes professional experience of practice contexts, as well as theoretical and research literature, students will
formulate a transcultural nursing model of care. (Prereq.: consent of instructor)
Core Curriculum Component: None
Prerequisite(s): NUR505(Theoretical Foundations for Advanced Nursing Practice), NUR520(Research Methods in Nursing)
NUR523P
Practicum: Theory, Practice, Research Seminar
2 Semester Credits
This practicum focuses on the practical application of nursing theory and research to nursing practice. While working
with nursing faculty, students begin to fashion their final graduate field project, describing a theory-based care initiative
that advances nursing practice in transcultural holistic nursing or transformational nursing leadership.
Core Curriculum Component: None
Prerequisite(s): None
NUR525
Graduate Field Project
3 Semester Credits
This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern
relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. This course
focuses on a written report of the student’s project that has been developed in the nursing core. Relevant coursework is
integrated into the project and the final written report. Plans for disseminating the report for public and professional
use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two
readers) and invited guests at the time of completion. (Prereq.: consent of instructor)
Core Curriculum Component: None
Prerequisite(s): None
NUR525P
Practicum: Graduate Field Project
2 Semester Credits
This practicum focuses on the completion of the graduate field project related to a selected practice issue relevant to
transcultural holistic nursing practice or transformational nursing leadership. Working with nursing faculty, students
complete their final written report of a theorybased care initiative that advances nursing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR530
The Power of Ritual and Ceremony for Transformation
3 Semester Credits
In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused
on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its
own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and
healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and
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Augsburg College 2015-2016 Course Descriptions
ceremony being considered adjunctive to the scientific approach ritual and ceremony into their lives and health care
practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR530P
Practicum: The Power of Ritual and Ceremony for Healing and Transformation
1 Semester Credits
This practicum focuses on integrating ritual and ceremony into health seeking and caring practices. Opportunities are
provided to interact with persons who integrate ritual and ceremony into their lives and healthcare practices, to visit
sacred sites, to participate in rituals and ceremonies within selected cultural traditions, and to reflect on the meaning
and expression of rituals and ceremonies in one’s own personal and professional life.
Core Curriculum Component: None
Prerequisite(s): None
NUR532
Transcultural Healing and Self Care
3 Semester Credits
This course introduces students to integral healing practices including their historical and cultural contexts. Reflection
and dialogue on the philosophical underpinnings of therapeutic systems and paradigms of healing are explored.
Potential modalities include: music and art therapy, traditional Chinese medicine, mind-body healing, spiritual practices,
energy healing, movement therapies, homeopathy, or massage. Students learn self-care and applications to patient
populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR532P
Practicum: Transcultural Healing Practices
1 Semester Credits
Students are guided in experiencing and applying selected transcultural healing practices in local contexts of care to
benefit others as well as oneself. Transcultural healing practices include, but are not limited to, music therapy,
traditional Chinese medicine, mind-body healing, spiritual and faith healing, energy healing, movement therapies, and
homeopathy.
Core Curriculum Component: None
Prerequisite(s): None
NUR541
The Politics of Health Care
3 Semester Credits
This course will explore how health and illness are related to inequities in society and dynamics of power in systems of
health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth
diminish the health of all members of society; how social inequities become medicalized as health disparities, how an
emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the
poor and powerless employ to gain access to health care resources. This course will include an optional study abroad
experience in Guatemala.
Core Curriculum Component: None
Prerequisite(s): None
NUR541P
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Augsburg College 2015-2016 Course Descriptions
Practicum: Politics of Health Care
1 Semester Credits
This practicum focuses on the relationship of health and illness to inequities in society and the dynamics of power in
systems of health care. Students are guided in exploring health as a human right, as they begin to name and bear
witness to structures of injustice within various contexts.
Core Curriculum Component: None
Prerequisite(s): None
NUR596
Topics
1 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR597
Topics
2 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR598
Topics
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR599
Topics
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR701
Practicum: Directed Study
1 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
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Core Curriculum Component: None
Prerequisite(s): None
NUR702
Practicum: Directed Study
2 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR703
Practicum: Directed Study
3 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR704
Practicum: Directed Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR711
Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
This practicum focuses on health and wellness on the Pine Ridge Indian Reservation in western South Dakota.
Professional and indigenous care systems, patterns of health, and community strengths and resources are examined
within the cultural context of reservation life, traditional Lakota values, economic resources, and political realities.
Immersion in the life of the community, critical reflection and dialogue with Elders, artists and community members
foster discovery and professional and personal growth.
Core Curriculum Component: None
Prerequisite(s): None
NUR711P
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Augsburg College 2015-2016 Course Descriptions
Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
Emphasis is on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Patterns of health,
community strengths and resources, and care systems (bio-medical and indigenous) are explored within the sociocultural context of reservation life, including economic realities on the Pine Ridge, and politics within a tribal community.
Lakota traditions and values are experienced through engagement in the life of the community, critical reflection and
dialog with Lakota elders and community members.
Core Curriculum Component: None
Prerequisite(s): None
NUR722
Practicum: Ancient Healing Practices and Modern Implications
2 Semester Credits
This practicum immerses students in ancient settings of healing in England—the healing waters of the Roman baths and
the healing energy of and the sacred sites of ancient Celts. The importance of a connection to the land and cosmos is
embodied in the origins of modern-day nursing. A visit to Homerton Hospital in Hackney, London, exemplifies
transcultural care with a diverse population of immigrants and asylum seekers.
Core Curriculum Component: None
Prerequisite(s): None
NUR732
Practicum: Dia de los Muertos
2 Semester Credits
In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the
celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by
indigenous participants in rituals and ceremonies that invite the return of ancestors who have died. Globalization of the
holiday and its modifications through culture contact are revealed.
Core Curriculum Component: None
Prerequisite(s): None
NUR742
Practicum: Health and Community Building in Guatemala
2 Semester Credits
This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of wealth
diminishes the health of all members of society. Learning is based on immersion experiences in Guatemala City and
highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on
health and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on
the relationship of health and cultural continuity. Spanish language school is an option in this practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR762
Practicum: Exporing Millennium Development Goal Achievement in Sub-Saharan Africa
2 Semester Credits
Students focus on the development of leadership skills that promote Millennium Development Goal (MDG) achievement
in sub-Saharan Africa. Practicum activities are designed to engage health care professionals and members of local
communities in best practices for achieving MDG targets by 2015. Structured lectures and discussions supplement
practice and encourage students to explore sociocultural determinants of health and illness—economic realities, cultural
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Augsburg College 2015-2016 Course Descriptions
values and gender roles, education levels, governmental policies, access to technology, and the competence of health
care providers—in relation to the unequal burdens of suffering and disease evident in Africa.
Core Curriculum Component: None
Prerequisite(s): None
NUR799
Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR800
Practice Wisdom (Mtis) and Formal Evidence
3 Semester Credits
This course provides a foundation for building the scholarship of advanced transcultural and holistic nursing practice.
Sources of knowledge and procedures for acquiring knowledge, both formal and informal, will be studied for the power
to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience based in
context-specific, emic positions and for rigor in empirical procedures based in context-free, etic perspectives. Utilizing
selected evidence suited to particular transcultural and holistic issues, practice models building on both local expertise
and professional research will be analyzed through systematic reflection. Students will begin developing original practice
models suited to their transcultural and holistic healthcare issues and relevant to concerns of people marginalized by
health systems. Exploration of how Evidence-Based Practice and Metis-Based Practice is integrated into nursing practice
will be developed.
Core Curriculum Component: None
Prerequisite(s): None
NUR802
Making Room at the Table: Creating Collaborative Networks and Common Spaces
3 Semester Credits
This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning
and are embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding
abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to
acting from a basis of shared risk and solidarity.
Core Curriculum Component: None
Prerequisite(s): None
NUR803
Transcultural Cosmologies and a Global Perspective
3 Semester Credits
This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning
and are embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding
abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to
acting from a basis of shared risk and solidarity.
Core Curriculum Component: None
Prerequisite(s): None
NUR805
Ways of Knowing: Qualitative and Quantitative Evidence
3 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional
practice. It focuses on the comparative analysis of quantitative and qualitative data. Students will critically reflect on the
data, unpacking it and uncovering the meaning behind the data that supports their practice. Comparing the positivistic
and interpretive stance, the students will examine relevant knowledge and ways of knowing that provide scholarly
grounding for their professional expertise.
Core Curriculum Component: None
Prerequisite(s): None
NUR806
Ecology of Human Suffering in a World of Extremes
3 Semester Credits
This course examines the cumulative illness-producing effects of inequities that are embedded in structures of social
privilege and disadvantage. Human suffering is viewed as neither coincidental nor inevitable, but related to exploitation
and organized cruelty within social systems. Epidemiological approaches are used to trace patterns of disease and illness
that strike population groups and communities unequally around the world. Health status appraisal, risk analysis, and
the levels of structural violence in society will be examined using culturally responsive data collection methods, resource
accessibility, and the application of appropriate technology.
Core Curriculum Component: None
Prerequisite(s): None
NUR807
Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care
3 Semester Credits
This course explores transcultural healing and caring modalities including the integration of traditional and scientific
healing ceremonies and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual forces
that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be compared
to contemporary views of health and healing in bio-scientific models of curing.
Core Curriculum Component: None
Prerequisite(s): None
NUR811
First Year Doctoral Seminar
1 Semester Credits
Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is
to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a
venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support.
Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last
seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing
practice. Students register for NUR 841 during the term in which they will be completing and presenting their final
doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory
and research integration and the emerging practice innovations the student is implementing.
Core Curriculum Component: None
Prerequisite(s): None
NUR816
Advanced Pathophysiology and Vibrational Energy Medicine
3 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
This course examines the interactions and influences of cellular and energy transmission within the human body. The
role of imbalance and inflammation on body systems will articulate how illness and disease results from ongoing states
of imbalances.
Core Curriculum Component: None
Prerequisite(s): None
NUR817
Informatics and Health Policy: The Colonization of Knowledge
3 Semester Credits
This course examines how knowledge is or is not accessed/utilized throughout transcultural and holistic healthcare
systems. Applying principles of how multidisciplinary healthcare teams share the colonization of knowledge will be
described and applied to the role of advanced practice nurses.
Core Curriculum Component: None
Prerequisite(s): None
NUR818
Pharmacotherapeutics I for Advanced Practice
3 Semester Credits
This course provides the foundation of the principles of pharmacology, pharmacotherapy, and pharmacokinetics. The
knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness.
Core Curriculum Component: None
Prerequisite(s): None
NUR819
Physical and Holistic Health Assessment
3 Semester Credits
This course articulates how a Physical and Holistic Health Assessment integrates knowledge from a variety of disciplines:
medicine, Functional Medicine, spirituality, religion, transcultural and holistic nursing. Utilizing a variety of assessment
tools provides the Nurse Practitioner with a systematic and holistic approach to analyze a patient's health history.
Core Curriculum Component: None
Prerequisite(s): None
NUR820
Integrative Illness Prevention and Wellness Promotion
3 Semester Credits
This course provides a comprehensive overview of the conceptual and theoretical bases of providing holistic approaches
to health and healing. Integrative Illness Prevention and Wellness Promotion encompasses how health promotion can
be impacted in a variety of cultures and populations through the life span and healthcare systems.
Core Curriculum Component: None
Prerequisite(s): None
NUR821
Second Year Doctoral Seminar
1 Semester Credits
Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is
to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a
venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support.
Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last
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Augsburg College 2015-2016 Course Descriptions
seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing
practice. Students register for NUR 841 during the term in which they will be completing and presenting their final
doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory
and research integration and the emerging practice innovations the student is implementing.
Core Curriculum Component: None
Prerequisite(s): None
NUR826
Pharmacotherapeutics II for Advanced Practice and Herbal Medicine
3 Semester Credits
This course provides the foundation of the principles of pharmacology, pharmacokinetics, and herbal medicine. The
knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness. This
class will also include an in-depth description of how pharmacology and herbs are utilized in treating illness throughout
the life span.
Core Curriculum Component: None
Prerequisite(s): None
NUR831
Third Year Doctoral Seminar
1 Semester Credits
Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is
to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a
venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support.
Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last
seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing
practice. Students register for NUR 841 during the term in which they will be completing and presenting their final
doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory
and research integration and the emerging practice innovations the student is implementing.
Core Curriculum Component: None
Prerequisite(s): None
NUR841
Final Year Doctoral Seminar
1 Semester Credits
Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is
to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a
venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support.
Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last
seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing
practice. Students register for NUR 841 during the term in which they will be completing and presenting their final
doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory
and research integration and the emerging practice innovations the student is implementing.
Core Curriculum Component: None
Prerequisite(s): None
NUR892
Topics in Advanced Nursing Practice
1 Semester Credits
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
NUR893
Topics in Advanced Nursing Practice
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR894
Topics in Advanced Nursing Practice
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR897
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR898
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
OJB
OJB111
Beginning Ojibwe I
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
OJB112
Beginning Ojibwe II
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 2
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): OJB111(Beginning Ojibwe I)
PA
PA501
Human Anatomy and Neuroanatomy
8 Semester Credits
This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration,
discussion and dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA503
Human Pathophysiology
4 Semester Credits
The course uses lecture, detailed objectives/study guide, quizzes and exam, discussion and case studies to learn and
review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular
adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system;
gastrointestinal system; renal; nervous system; and musculoskeletal system. The intention is to give the students a
foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA511
History and Physical Exam Skills I
7 Semester Credits
A lecture-discussion-laboratory course designed to demonstrate and apply techniques and skills essential to interviewing
and physical examination of patients. Topics covered include history taking and physical exam of the cardiovascular,
respiratory, gastrointestinal, lymph, skin and otorhinolaryngology systems. Basic nutrition, genetics, preventative health
care, and complimentary and alternative medicine are introduced. Units are coordinated with Clinical Medicine I and
Pharmacotherapy I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA512
History and Physical Exam Skills II
7 Semester Credits
A lecture-discussion-laboratory course designed to demonstrate and apply the techniques and skills essential to
interviewing and physical examination of patients. Topics covered include history taking and physical exam of the
musculoskeletal system, neurology, ophthalmology, endocrinology, and the male reproductive system. Units are
coordinated with Clinical Medicine II and Pharmacotherapy II.
Core Curriculum Component: None
Prerequisite(s): PA511(History and Physical Exam Skills I)
PA521
Pharmacotherapy I
5 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
This course will cover pharmacology and pharmacotherapy related to disease processes of the dermatologic,
cardiovascular, respiratory, gastrointestinal and otolaryngologic systems and infectious diseases. Units are coordinated
with the Clinical Medicine I and History and Physical Exam Skills I courses.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA522
Pharmacotherapy II
5 Semester Credits
This course will cover pharmacology and pharmacotherapy related to disease processes of the orthopedic, neurologic,
ophthalmologic, hematologic, renal, urologic and endocrine systems and pain management. Units are coordinated with
the Clinical Medicine II and History and Physical Exam Skills II courses.
Core Curriculum Component: None
Prerequisite(s): PA521(Pharmacotherapy I)
PA531
Clinical Medicine I
8 Semester Credits
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and
treatment of common and serious disorders. Topics covered include dermatology, cardiology, pulmonology,
gastroenterology, and otorhinolaryngology. This course builds on the foundation laid in Anatomy and Pathophysiology.
Units are coordinated with concurrent courses in History and Physical Exam Skills I and Pharmacotherapy I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA532
Clinical Medicine II
8 Semester Credits
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and
treatment of common and serious disorders. Topics covered include orthopedics, rheumatology, neurology,
ophthalmology, hematology, nephrology, urology, and endocrinology. Global health and health care disparity are
explored. Units are coordinated with concurrent courses in History and Physical Exam Skills II and Pharmacotherapy II.
Core Curriculum Component: None
Prerequisite(s): PA531(Clinical Medicine I)
PA533
Clinical Medicine III
4 Semester Credits
An integrative approach incorporating the principles of clinical medicine, history and physical exam, and
pharmacotherapy focusing on the provision of medical care in pediatrics and women's health. Common and serious
problems encountered in primary care are explored. Students will be introduced to topics in emergency medicine and
complete a field-based orientation to surgical practice.
Core Curriculum Component: None
Prerequisite(s): PA532(Clinical Medicine II)
PA534
Clinical Medicine IV
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
This course provides an integrative approach incorporating the principles of clinical medicine, history and physical exam,
and pharmacotherapy in the study of geriatrics and mental health. Common and serious problems encountered in
primary care and other issues unique to these populations are explored. Students will be introduced to topics in
emergency medicine and complete a service-learning experience with an older adult from the community.
Core Curriculum Component: None
Prerequisite(s): PA533(Clinical Medicine III)
PA542
Professional Issues
2 Semester Credits
A course designed to introduce the physician assistant student to medical ethics and various professional topics that
affect the practicing physician assistant. The course focus is on the medical and non-medical aspects of the profession
such as: history of the physician assistant profession, laws and regulations governing physician assistant practice and
education, human experimentation, abortion, care for the dying, euthanasia, reimbursement issues, and professional
behavior.
Core Curriculum Component: None
Prerequisite(s): None
PA545
Clinical Phase Transition
4 Semester Credits
This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the
transition of knowledge and skills from the academic phase into the clinical phase. Students will be placed in a clinic or
hospital setting for part of the semester. Students will also have other health-related community experiences and
activities during this course. In-class time will be used to discuss these experiences and work on skills essential for
clinical practice.
Core Curriculum Component: None
Prerequisite(s): PA532(Clinical Medicine II)
PA555
Research Tools for the Physician Assistant
2 Semester Credits
This course emphasizes research as a tool at all levels of physician assistant practice and education; identifies the
linkages between research, theory, and medical practice and the responsibility of physician assistant to expand their
knowledge base. Primary, secondary, and tertiary disease prevention applications to public health are introduced.
Information literacy in relationship to medical literature is integrated throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
PA570
Interdisciplinary Perspectives on Aging
3 Semester Credits
This course provides an opportunity for students in health and social services disciplines to explore issues related to
aging and care of the elderly. Students gain real world experiences by working collaboratively in an interdisciplinary
context. Students will be asked to apply knowledge and skills directly with elders utilizing an experiential learning model.
Students will build a beginning expert level knowledge base regarding issues that affect older adults in contemporary
health and social welfare contexts.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
PA595
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PA599
Directed Study
3 Semester Credits
This course provides a practice-oriented approach to the information literacy methods used in health care. Students will
develop a topic, complete a full review of the literature and produce an analytic paper in consultation with supervising
professor.
Core Curriculum Component: None
Prerequisite(s): PA555(Research Tools for the Physician Assistant)
PA600
Family Medicine Clinical Practicum
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans
utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA601
Internal Medicine Clinical Practicum
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history
and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA602
General Surgery Clinical Practicum
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of General Surgery. Inclusion of proper data collection through
history and physical examination, formulation of accurate problem lists, thorough investigation, and development of
treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA603
Pediatric Clinical Practicum
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Augsburg College 2015-2016 Course Descriptions
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Pediatrics. Inclusion of proper data collection through history
and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA604
Women's Health Clinical Practicum
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Women’s Health. Inclusion of proper data collection through
history and physical examination, formulation of accurate problem lists, thorough investigation, and development of
treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA605
Emergency Medicine Clinical Practicum
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Emergency Medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA606
Psychiatric Clinical Practicum
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of Psychiatric
diseases and conditions unique to the clinical practice of Psychiatric Medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA607
Elective Clinical Practicum I
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and
conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical
coordinator, the area of medicine in which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
PA608
Elective Clinical Practicum II
3.5 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and
conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical
coordinator, the area of medicine in which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): None
PA620
Primary Care Preceptorship
6 Semester Credits
The final rotation of the clinical phase, which can be completed in family, internal, geriatric, pediatric or women’s
medicine. This course provides students a final opportunity to develop skills unique to the clinical practice of medicine to
include performing proper data collection, formulating accurate problem lists and investigation strategies, and
developing treatment plans that incorporate evidence based medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA621
General Medicine Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be
completed in PA621 General Medicine Specialty or PA622 Surgical Specialty.
Core Curriculum Component: None
Prerequisite(s): None
PA622
Surgical Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be
completed in PA621 General Medicine Specialty or PA622 Surgical Specialty.
Core Curriculum Component: None
Prerequisite(s): None
PA690
Capstone
2 Semester Credits
This course provides each student the opportunity to present results of their individual research topic and to synthesize
previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an
understanding of the program’s and profession’s principles.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
PA998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PA999
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHI
PHI110
Introduction to Philosophy
4 Semester Credits
This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if
there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and
to critical thinking and what it means to view the world philosophically.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI120
Ethics
4 Semester Credits
By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course
explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The
Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI
125.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI125
Ethics and Human Identity
4 Semester Credits
A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of
happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual
virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness.
Students who receive credit for PHI 125 may not receive credit for PHI 120.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI175
Philosophy of Love and Sex
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and
homosexuality are considered.
Core Curriculum Component: None
Prerequisite(s): None
PHI180
Ethics of Medicine and Health Care
4 Semester Credits
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the
areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion,
care for the dying, and euthanasia.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI230
Logic
4 Semester Credits
Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and
develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic
and inductive reasoning.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
PHI241
History of Philosophy I: Ancient Greek Philosophy
4 Semester Credits
Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us
today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth
and human knowledge, and the nature of the good life.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI242
History of Philosophy II: Medieval and Renaissance Philosophy
4 Semester Credits
Students will read writings by various medieval and Renaissance philosophers in order to understand the process of
philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human
understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course:
PHI 241. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
PHI260
Philosophy and the Arts
4 Semester Credits
Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and
falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art,
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Augsburg College 2015-2016 Course Descriptions
creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition.
For arts majors and students with a strong background in the arts.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI315
Philosophy of Human Nature and Human Culture
4 Semester Credits
This course concerns the philosophical study of human nature and its relation to human culture. Students will read a
selection of texts by eminent philosophers on the subject. Topics studied in the course include: the knowledge and
nature of the self, the definition of the human being in terms of culture, myth and religion in human culture, human
nature and the culture of language, and the culture of art.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI343
History of Philosophy III: Early Modern and 19th-Century Philosophy
4 Semester Credits
We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th
century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century idealism and the
reaction to it (Marx, Kierkegaard, Nietzsche and Mill). (Suggested prior course: PHI 241)
Core Curriculum Component: None
Prerequisite(s): None
PHI344
History of Philosophy IV: 20th-21st Century Philosophy
4 Semester Credits
The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology,
existentialism, pragmatism, and postmodern philosophy. Focus of study is on major texts of these movements. Students
are strongly encouraged to take PHI 343 before taking PHI 344.
Core Curriculum Component: None
Prerequisite(s): None
PHI350
Philosophy of Religion
4 Semester Credits
We systematically investigate a series of philosophical questions about religion. What is the relation between faith and
reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human
suffering? Are miracles and life after death possible?
Core Curriculum Component: None
Prerequisite(s): None
PHI370
Existentialism
4 Semester Credits
Studies in the writings - both philosophical and literary - of prominent existentialist authors. The course examines what
it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox.
(Suggested: one prior course in philosophy. Alternate years)
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
PHI380
Ethics of Medicine and Health Care
4 Semester Credits
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the
areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion,
care for the dying, and euthanasia.
Core Curriculum Component: None
Prerequisite(s): None
PHI385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal
models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and
uncomputability. (1.5 hour lab included)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT122(Calc For Social and Behavioral Scie), MAT145(Calculus I), MAT171(Discrete Mathematics
For Computing); CSC210(Data Structures)
PHI399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHI410
Topics in Philosophy
4 Semester Credits
Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical
movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit.
(Suggested prior courses: any course from PHI 241, 242, 343, 344.)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHI490
Keystone
4 Semester Credits
This course integrates the student’s general education experience with an overview of specific philosophical ideas or
philosophers.
Core Curriculum Component: Keystone
Prerequisite(s): None
PHI499
Independent Study
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY
PHY101
Astronomy
4 Semester Credits
A descriptive course covering our solar system, stars, and galaxies. In addition, the course traces the development of
scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures.)
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
PHY107
College Physics I
4 Semester Credits
This is a rigorous study of classical physics including mechanics and wave motion. This course is focused on the
applications of physics to the biological sciences. This course does not meet requirements for Chemistry and Physics
majors. High school trigonometry is required in preparation for this course. (Three one-hour lectures, one three-hour
laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT114(Precalculus), MPL(Math Placement Group)
PHY107L
College Physics I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY107(College Physics I) *concurrent registration is required*
PHY108
College Physics II
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. This course is focused
on the applications of physics to the biological sciences. This course does not meet requirements for Chemistry and
Physics majors. (Three one-hour lectures, one three-hour laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of PHY107(College Physics I), PHY121(General Physics I); 1 of ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters)
PHY108L
College Physics II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY108(College Physics II) *concurrent registration is required*
PHY116
Introduction to Physics
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
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.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
PHY116L
Introduction to Physics Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY116(Introduction to Physics) *concurrent registration is required*
PHY119
Physics for the Fine Arts
4 Semester Credits
A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts,
and theater. Explores the physics of phenomena and perception fundamental to these disciplines. (Three one-hour
lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
PHY119L
Physics for the Fine Arts Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY119(Physics for the Fine Arts) *concurrent registration is required*
PHY121
General Physics I
4 Semester Credits
A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and
other specified majors. (Three one-hour lectures, one three-hour laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): MAT145(Calculus I) *concurrent registration is acceptable*
PHY121L
General Physics I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY121(General Physics I) *concurrent registration is required*
PHY122
General Physics II
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics,
pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): MAT146(Calculus II) *concurrent registration is acceptable*; 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); PHY121(General Physics I)
PHY122L
General Physics II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY122(General Physics II) *concurrent registration is required*
PHY199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY203
Physics and Earth Science for Elementary Education Teachers
4 Semester Credits
This course focuses on MSEP physical science outcomes for K-5 licensure: properties of and changes in matter; position,
motion and force; light, heat, electricity and magnetism; and kinds of and ways to transfer energy. Students conduct
hands on physical science explorations and do lab experiments. They also review student misconceptions, Students will
also study key ideas in earth science including connections between concepts in earth science and physics.
Core Curriculum Component: None
Prerequisite(s): None
PHY245
Modern Physics
4 Semester Credits
An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear,
and solid state physics. This course develops the experimental foundations and need for quantum mechanics. (Three
one-hour lectures, one two-hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): PHY122(General Physics II)
PHY245L
Modern Physics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics) *concurrent registration is required*
PHY261
Electronics
4 Semester Credits
AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and
microcomputer systems. Three one-hour lectures, one three-hour laboratory.
Core Curriculum Component: None
Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II); MAT146(Calculus II)
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Augsburg College 2015-2016 Course Descriptions
PHY261L
Electronics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY261(Electronics) *concurrent registration is required*
PHY298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY317
Biophysics
4 Semester Credits
An introduction to classic topics at the intersection of physics and biology. Topics may include biopolymers, selfassembly, nerves and signal propagation, molecular machines, and biomembranes. The course will emphasize
approaches based on thermodynamics, statistical mechanics, and experimental techniques. (Three one-hour lectures
and a three hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II)
PHY317L
Biophysics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY317(Biophysics) *concurrent registration is required*
PHY320
Introduction to Space Science
4 Semester Credits
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.)
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics)
PHY327
Special Functions of Mathematical Physics
4 Semester Credits
Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series
solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear
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Augsburg College 2015-2016 Course Descriptions
algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), functions of a
complex variable, and an introduction to computer programming in IDL. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III), PHY122(General Physics II)
PHY327L
Special Functions of Mathematical Physics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY327(Special Functions of Mathematical Physics) *concurrent registration is required*
PHY351
Mechanics I
4 Semester Credits
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 one-hour
lectures. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special
Functions of Mathematical Physics); PHY122(General Physics II)
PHY352
Mechanics II
4 Semester Credits
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid
bodies, systems of particles, coupled oscillations, and noninertial reference frames. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special
Functions of Mathematical Physics); PHY122(General Physics II), PHY351(Mechanics I)
PHY362
Electromagnetic Fields I
4 Semester Credits
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. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special
Functions of Mathematical Physics); PHY122(General Physics II)
PHY363
Electromagnetic Fields II
4 Semester Credits
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. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special
Functions of Mathematical Physics); PHY362(Electromagnetic Fields I)
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Augsburg College 2015-2016 Course Descriptions
PHY395
Comprehensive Laboratory I
2 Semester Credits
Students work in small groups on advanced experiments from various physics subfields (including modern physics,
electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and
scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and
experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior
standing in physics. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHY396
Comprehensive Laboratory II
2 Semester Credits
A continuation of PHY 395. A thorough exploration of interface hardware and software design (LabVIEW) for computercontrolled 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.: junior or senior standing in physics. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor),
PHY122(General Physics II), PHY395(Comprehensive Laboratory I)
PHY398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHY420
Plasma Physics
4 Semester Credits
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.)
Core Curriculum Component: None
Prerequisite(s): PHY363(Electromagnetic Fields II) *concurrent registration is acceptable*; PHY362(Electromagnetic
Fields I)
PHY430
Introduction to Solid State Physics
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces,
phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be
explored at a very detailed level, taking realistic parameters of materials into account. Prereq.: PHY 486 strongly
recommended. (Three one-hour lectures.)
Core Curriculum Component: None
Prerequisite(s): PHY351(Mechanics I), PHY362(Electromagnetic Fields I)
PHY486
Quantum Physics
4 Semester Credits
A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave
functions, expectation values, and approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics), PHY351(Mechanics I)
PHY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL
POL121
American Government and Politics
4 Semester Credits
Surveys major parts of American national government - including Congress, the presidency, and the courts - as well as
campaigns and elections, federalism, interest groups, and political parties.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL122
Metropolitan Complex
4 Semester Credits
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.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
POL124
American Women and Politics
4 Semester Credits
Investigates the roles women play in the political system. Political, economic, and social issues will be explored from
contemporary and historical perspectives.
Core Curriculum Component: None
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
POL158
Introduction to Political Science
4 Semester Credits
An analysis of basic patterns in the political system and decision-making process with some comparison of major
political systems and discussion of contemporary issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL160
World Politics
4 Semester Credits
Introduction to the processes and issues of international politics, including the dynamics of the international system,
theories of international relations, and a focus on recent problems.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL170
Law in the United States
4 Semester Credits
A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries;
the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL241
Environmental and River Politics
4 Semester Credits
This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including
controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming
practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the
watershed.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
POL295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL299
Directed Study
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL310
Citizen Participation within a Globalized Economy-A Nicaraguan Case Study
4 Semester Credits
Topics include key political, social and economic global processes that shape citizen participation in Nicaragua and
globally. Focuses on key economic development policies apple in Nicaragua and ongoing participatory efforts of NGOs,
social movements and community groups working on alternative development policies.
Core Curriculum Component: None
Prerequisite(s): None
POL325
Politics and Public Policy
4 Semester Credits
The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape
government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are
formulated and implemented.
Core Curriculum Component: None
Prerequisite(s): None
POL326
Political Parties and Behavior
4 Semester Credits
Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest
groups, and media in presidential elections (optional in non-presidential election years).
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan
Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit),
POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL342(Mass Communication
in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law),
POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory),
POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics:
International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International
Relations Keystone), POL495(Seminar)
POL341
Globalization, Social Struggle and the Environment
4 Semester Credits
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that
promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on
environmental issues and the causes of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL342
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Augsburg College 2015-2016 Course Descriptions
Mass Communication in Society
4 Semester Credits
Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses
of technology and media for newsmaking, selling, entertainment, and public affairs.
Core Curriculum Component: None
Prerequisite(s): None
POL350
Topics: European Politics
4 Semester Credits
Study of the political behavior, institutions, and processes of European states. The course will focus on either European
community law and politics or domestic politics in European states.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan
Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit),
POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and
Behavior), POL342(Mass Communication in Society), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law),
POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory),
POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics:
International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International
Relations Keystone), POL495(Seminar)
POL353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular
focus on the social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL354
The Politics of Development in Southern Africa
4 Semester Credits
This course examines basic theories of development as well as the political economy of development. It provides the
opportunity to reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
Prerequisite(s): None
POL357
Women, Gender, and Social Change in Latin America
4 Semester Credits
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. This course fulfills a Social and Behavioral Sciences LAF requirement.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
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Augsburg College 2015-2016 Course Descriptions
POL359
Topics: Women in Comparative Politics
4 Semester Credits
An exploration of gender politics in globalization. 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.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan
Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit),
POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and
Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S
U /Russia/CIS), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics),
POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory),
POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar)
POL368
Model United Nations
4 Semester Credits
This course provides students with in-depth understanding of the United Nations and international diplomacy through
the process of preparation for attending the National Model United Nations Conference which is held each spring in
New York City. Students research a country and set of issues for the committee on which they will serve.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), POL160(World Politics)
POL370
Constitutional Law
4 Semester Credits
The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions
affecting the allocation of powers in the national government and in the federal system.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL241(Environmental and
River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change),
POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society),
POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL371(Topics), POL375(Media Law),
POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics:
American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political
Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar);
POL170(Law in the United States)
POL371
Topics
4 Semester Credits
Selected topics in internet, communications, and constitutional law. Content will vary, defined by the subtitle of the
course.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), COM120(Mass Media and Popular Culture), COM280(Introduction to Communication Studies),
POL121(American Government and Politics), POL158(Introduction to Political Science), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics)
POL380
Western Political Thought
4 Semester Credits
A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and
to rationalize human governance.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan
Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit),
POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and
Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S
U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL381(Topics: Democratic Theory), POL382(Marxist
Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL381
Topics: Democratic Theory
4 Semester Credits
Selected topics including the emergence of political democracy in comparative perspective and American political
thought. Topic to be included in the subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan
Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit),
POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and
Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S
U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL382(Marxist
Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL399
Internship
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL421
Topics: American Politics
4 Semester Credits
Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national,
state, or local level.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan
Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit),
POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and
Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S
U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL459(Topics: Comparative Politics), POL461(Topics: International
Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations
Keystone), POL495(Seminar)
POL459
Topics: Comparative Politics
4 Semester Credits
Selected themes including interpretations of political systems and comparisons of political processes such as political
participation, political development, political change, and revolution. Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan
Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit),
POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and
Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S
U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL461(Topics: International Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar)
POL461
Topics: International Politics
4 Semester Credits
Selected themes including interpretations of international politics, foreign policy decision-making, simulations of
international problems. Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United
States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics),
POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior),
POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U
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Augsburg College 2015-2016 Course Descriptions
/Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar)
POL483
Political Statistics and Methodology
4 Semester Credits
Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics,
computer methods, and issues in the construction and execution of political surveys.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
POL484
Political Analysis
4 Semester Credits
An analysis of different approaches and theories in the study of politics including an examination of the requirements of
science as a model for political study. Major research is required. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 3 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United
States), POL199(Internship), POL241(Environmental and River Politics), POL295(Topics), POL299(Directed Study),
POL310(Citizen Participation within a Globalized Economy-A Nicaraguan Case Study), POL323(Social and Political
Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL341(Globalization, Social Struggle
and the Environment), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL353(Political and Social Change in Namibia), POL354(The Politics of
Development in Southern Africa), POL357(Women Gender and Social Change in Latin America - Mexico),
POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL368(Model United
Nations), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought),
POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL397(Internship), POL399(Internship), POL421(Topics:
American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political
Statistics and Methodology), POL490(International Relations Keystone), POL495(Seminar), POL498(Independent Study),
POL499(Independent Study)
POL490
International Relations Keystone
4 Semester Credits
Capstone seminar for students majoring in international relations; analysis of some methods for studying international
relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies
the Keystone requirement for International Relations majors.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL495
Seminar
4 Semester Credits
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
POL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PSY
PSY105
Principles of Psychology
4 Semester Credits
An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday
situations are emphasized. Research participation is required.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
PSY199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY201
Health Psychology
4 Semester Credits
Consideration of the impact of psychological, behavioral, social, and biological interactions on health.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY203
Lifespan Development
4 Semester Credits
An overview of biological, cognitive, and socioemotional development from the prenatal period through adulthood using
a developmental perspective. Emphasis on theories, methodology, and current scientific and applied research in
developmental psychology.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY215
Research Methods and Statistics I
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Part I of a two-term sequence. See PSY 315. PSY 215 may be taken without taking PSY 315. Scientific method as
practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection,
statistical analysis and interpretation, and APA-style presentation of research findings.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); PSY105(Principles of Psychology)
PSY235
Psychology and Law
4 Semester Credits
Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content
areas: eyewitness memory, courtroom procedures, and forensic clinical practice.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY250
Child Development
4 Semester Credits
Theory and scientific methods of examining development and behavior. Practical implications of data and theory are
stressed.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY252
Adolescent and Young Adult Development
4 Semester Credits
Consideration of research and theory related to development during the adolescent and young adult years.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY253
Aging and Adulthood
4 Semester Credits
Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is
especially relevant to those who study and work with the largest growing segment of our population—the elderly.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY256
Environmental Psychology
4 Semester Credits
This course uses a cultural-ecological viewpoint to study the influence of both the natural and built physical environment
on human behavior.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): PSY105(Principles of Psychology)
PSY261
Personality and Cultural Context
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of
gender, social position, and cross-cultural behavior.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY262
Abnormal Psychology
4 Semester Credits
Applying psychological science to understanding the causes and treatments for psychological disorders. Topics include
depression, anxiety, schizophrenia, substance use, and eating disorders.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY263
Sports Psychology
4 Semester Credits
Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance.
Topics include motivation, team development, leadership, psychological skills training, and goal setting.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY271
Psychology of Gender
4 Semester Credits
Emphasis on the social construction of gender and its impact on the lives and behavior of individuals.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY291
Addiction and Recovery
4 Semester Credits
Examines addiction and recovery from multiple perspectives, giving special attention to physiological, religious-spiritual,
neurobiological, and sociocultural dimensions. Emphasis is placed on interdisciplinary approaches to prevention,
treatment, and recovery.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY295
Topics
4 Semester Credits
Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and
Religion.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY299
Directed Study
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY315
Research Methods and Statistics II
4 Semester Credits
Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and
Statistics I)
PSY325
Social Behavior
4 Semester Credits
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social
cognition, group behavior, social influence, attitudes formation, and change. Note: Students should have completed PSY
215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY354
Cognitive Psychology
4 Semester Credits
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition,
memory, mental imagery, problem solving, decision making, and language. Note: Students should have completed PSY
215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY355
Biopsychology
4 Semester Credits
Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal
psychology, and normal and altered states of consciousness. Note: Students should have completed PSY 215; or PSY 105,
with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY357
Behavior Analysis
4 Semester Credits
Principles of learning/behavior change and their application to self-management, family, work, school, and clinic
settings. Individualized projects. Note: Students should have completed PSY 215; or PSY 105, with junior standing and
consent of instructor.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and
Statistics I)
PSY359
Assessment
4 Semester Credits
Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational
interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and
validity, and legal and ethical issues. Note: Students should have completed PSY 215; or PSY 105, with junior standing
and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY360
Psychology Laboratory
2 Semester Credits
Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a fullcredit course in the faculty member’s area of expertise and approval by that faculty member are required.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY373
Industrial/Organizational Psychology
4 Semester Credits
The theoretical and applied study of organizations. Topics include the individual, group and organizational
structure/process and change.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY381
Historical Perspectives
4 Semester Credits
Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present.
Emphasis on the 20th century, inclusions of women and minorities, and contextual history. Note: Students should have
completed PSY 215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY385
Counseling Psychology
4 Semester Credits
Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis, person-centered therapy,
cognitive behavioral therapy, and post-modern approaches). Topics include counseling diverse clients, evidence based
practice, and ethical guidelines for the counseling relationship. Note: Students should have completed PSY 215; or PSY
105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
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Augsburg College 2015-2016 Course Descriptions
PSY390
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY391
Individual Differences
4 Semester Credits
General introduction to the study of individual differences. Particular focus is placed on behavioral genetic methods and
designs. Explores the degree to which genetic and environmental influences co-determine the expression of various
psychological phenotypes, including psychometric IQ, personality, and facets along broader psychopathologic
dimensions.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and
Statistics II)
PSY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and
Statistics II)
PSY400
Keystone Internship
4 Semester Credits
Students work 80 hours at an internship site of their choosing and attend a weekly (or weekend) class session. A series
of papers/assignments address career and personal goals as well as the relationship between the internship work and
concepts learned in the psychology major. PSY 400 satisfies the Keystone requirement but must involve an off-campus
internship to satisfy the Augsburg Experience requirement.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY410
Clinical Neuropsychology
4 Semester Credits
The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke,
epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory,
language, personality, and awareness. Address clinical issues, including neuropsychological assessment and interviewing.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY490
Current Topics in Psychology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY491
Advanced Research Seminar
4 Semester Credits
Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and
methodological techniques and to explore contemporary professional issues and implications for social policy.
Recommended for students headed for graduate school and those electing an honors major.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor),
PSY315(Research Methods and Statistics II)
PSY493
Seminar: Contemporary Issues
4 Semester Credits
Discussion and exploration of contemporary, theoretical, professional, and social policy issues from a psychological
viewpoint.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY498
Independent Study/Research *
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PSY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
REL
REL100
Religion, Vocation, and the Search for Meaning I
4 Semester Credits
This introductory course engages students in the search for meaning through the narratives of Judaism, Christianity, and
Islam, explores the concept of vocation, and invites students to consider their own religious, philosophical, and ethical
commitments in dialogue with other perspectives. Critical reading and inquiry will be fostered through course
assignments and activities.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
REL199
Internship
4 Semester Credits
Limited to special cases.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL200
Religion, Vocation, and the Search for Meaning II
4 Semester Credits
This course builds on the foundational themes established in REL100 by continuing the exploration of vocation and the
search for meaning in Christianity and in other world religions. Particular emphasis will be given to religion in public
discourse, pluralism, and interreligious dialogue. Critical reading and inquiry will be fostered through course assignments
and activities.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I)
REL205
Exploring Topics in Religion
4 Semester Credits
This course introduces students to various topics within the field of religion. Students will explore primary texts on topics
such as gender, economics, and politics and investigate and analyze the contemporary debates involving these complex
issues. Students will develop their own perspectives on the topic under investigation. *This course can meet the Search
for Meaning II or Humaities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
REL210
Research Methods in Religion
4 Semester Credits
An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and
church history), including methods and research skills.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
REL220
Religion and Science in Popular Culture
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
This course explores the relationship between religion and science through issues that emerge in public discussion
through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and
stem cell research, and the social role of science and science as vocation, along with historical and philosophical
development of science in its relationship to religion. *This course can meet the Search for Meaning II or Humaities LAF
requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation)
REL234
Church Music & Worship
4 Semester Credits
This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries.
Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current
practices emerging in the digital age. Experiential components to the course will allow students the opportunity to
critically assess and plan worship services.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search
for Meaning I+II)
REL260
Self, Sex & Sin: Human Person in Christian & Contemporary Thought
4 Semester Credits
We face complex questions about human beings, sexuality, and sin. The Bible and Christian thinkers have reflected on
these topics, but it often seems like traditional claims disagree with modern views. This course explores how the
Christian tradition and modern anthropology define self, sex, and sin. *This course can meet the Search for Meaning II or
Humaities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of REL200(Christian Vocation and the Search for Meaning II), REL300(Bible, Christian Theology and
Vocation)
REL280
Religion and the Rise of Science
4 Semester Credits
This course examines the relationship between religion and the study of the natural world from antiquity to the
beginnings of modern science, focusing especially on the 16th and 17th centuries. We will explore how historical views
of astronomy, biology, mathematics, and physics influenced, and were influenced by, beliefs about God, creation, and
human nature. Prerequisite: REL 100.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation)
REL298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
REL299
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Augsburg College 2015-2016 Course Descriptions
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL301
Interpreting the Old Testament
4 Semester Credits
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. *This course can meet the
Search for Meaning II or Humaities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL302
Interpreting the New Testament
4 Semester Credits
Historical, literary, and theological interpretation of Paul’s letters, the gospels, and other New Testament writings as
persuasive literature for ancient and modern communities. *This course can meet the Search for Meaning II or
Humaities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL306
Non-Western Christianity
4 Semester Credits
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.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL309
Religion at the Movies
4 Semester Credits
Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and
redemption, and forgiveness and mercy will be explored through the medium of popular film.
Core Curriculum Component: Search for Meaning II
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL313
Environmental Theology and Ethics
4 Semester Credits
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of
environmental problems in South, Central, and North America.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL324
Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America
4 Semester Credits
Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic theologians
first asserted that God has a “preferential option for the poor” and therefore linked their faith to revolutionary social
movements against political and economic oppression. Recently, Latin American theologies have expanded to include
feminist, queer, and postcolonial struggles against sexism, heterosexism, and imperialism. Not accepted for credit for
students who have taken REL 366. *This course can meet the Search for Meaning II or Humaities LAF requirement but
not both.* (Taught only in Mexico)
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL343
Theology of Marriage and Family
4 Semester Credits
An examination of the nature of modern marriage and family relationships within the context of the faith and practice of
the Christian church.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL345
The Lutheran Heritage
4 Semester Credits
This course tracks the development and influence of the Lutheran movement from its origins to its diverse expressions
in the 21st century. A cast of characters (from Bach to Bonhoeffer) and controversies (fate and freedom, faith and
works, church and politics, and more) highlight the course topics. Overall, students will be equipped and challenged to
assess Lutheranism's contributions to the Christian movement in light of other faith (and non-faith) traditions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
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Augsburg College 2015-2016 Course Descriptions
REL346
The Church and Social Change in Southern Africa
4 Semester Credits
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.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL347
Ethics and World Religions
4 Semester Credits
This course examines the ethics of major world religions, as both a field of study and a way of life. Students will learn
about the relationship between religious faith and practice and personal and social ethics. Particular attention will be
given to cooperative efforts towards a global ethic. *This course can meet the Search for Meaning II or Humaities LAF
requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and
Vocation)
REL353
Finding Your Religion/Spirituality
4 Semester Credits
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.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL356
World Religions
4 Semester Credits
An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism,
Taoism, Shinto, and Islam. *This course can meet the Search for Meaning II or Humaities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL357
Giants of the Christian Faith
4 Semester Credits
Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include
Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr.
Core Curriculum Component: Humanities, Search for Meaning II
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL362
Martin Luther and the Reformation
4 Semester Credits
An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the
writings of Martin Luther and other representative figures. *This course can meet the Search for Meaning II or Humaities
LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
REL363
Religion in America
4 Semester Credits
A study of the history of religion in America. This course explores religion as force for personal transformation,
community and social change. In the journey from Puritanism to pluralism, special attention is given to the quest for
religious freedom and the search for meaning in history.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and
Theology)
REL366
Latin American Liberation Theologies
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation.
Examines key theological concepts, critiques, and practical implications.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL370
American Indian Spirituality and Philosophical Thought
4 Semester Credits
Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and
differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual
ceremonies, and beliefs in an afterlife. (Prereq.: junior standing)
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
250
Augsburg College 2015-2016 Course Descriptions
REL378
The Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517
AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence,
not only in religious matters, but also in the social and political spheres. Cross-listed with HIS 378.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL385
Process Theology and Christian Faith
4 Semester Credits
Explore a cosmological theology that agres with contemporary science (physics and biology), Buddhist perspectives on
the world and humans, an understanding of God who is not all powerful but who is all loving, and who requires human
participation (vocation) to accomplish the salvation of the world. Prerequisites: REL 100 or REL 300
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL386
Speaking of Genesis
4 Semester Credits
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.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL390
Theology of Death and Dying
4 Semester Credits
A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other
religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on
medical ethics brought on by modern medical technology. *This course can meet the Search for Meaning II or Humaities
LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
251
Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL405
Christensen Scholar Seminar I
2 Semester Credits
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry.
This course is open to participants in the Christensen Scholar program only. Applications due in January. Sophomores
and juniors may apply. Contact Religion department for details.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); CONSENT(Consent of Instructor)
REL406
Christensen Scholar Seminar II
2 Semester Credits
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry.
This course is open to participants in the Christensen Scholar program only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); CONSENT(Consent of Instructor)
REL407
Interfaith Scholars Seminar I
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best
practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning
projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. Applications
due in February/March. Sophomores and juniors may apply. Contact Religion department for details.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): REL100(Christian Vocation and the Search for Meaning I)
REL408
Interfaith Scholars Seminar II
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best
practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning
projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. (Prereq.:
sophomore standing).
Core Curriculum Component: None
Prerequisite(s): REL100(Christian Vocation and the Search for Meaning I)
REL425
Christian Spiritual Practices
4 Semester Credits
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.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL441
Feminism and Christianity
4 Semester Credits
Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible,
and the impact of feminism on Christian theology, especially in terms of language and metaphor.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL471
Jesus and His Interpreters
4 Semester Credits
Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure,
and relationships. Attention to the variety of interpretations given the person of Jesus.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL472
Paul the Apostle
4 Semester Credits
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.
Core Curriculum Component: Search for Meaning II
253
Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL475
Judaism
4 Semester Credits
An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the
Jewish community.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL480
Vocation and the Christian Faith
4 Semester Credits
This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be
challenged to make vocation the lens through which they view their lives and communities. This course satisfies the
Keystone requirement. (Note: some majors, including REL, may still require a Particular keystone course in that
discipline.)
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL481
Contemporary Theology
4 Semester Credits
An introduction to some representative trends in Christian theological thought today, as seen from the systematic
perspective, in the light of the continuing theological task of the Christian church.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
REL483
Christian Ethics
4 Semester Credits
The course will focus on the understanding of ethics from a Christian as well as an interreligious perspective, examining
the theological and social science context of both individual and social ethics. Students will probe their own definitions
of what it means to live a moral life and the processes one uses to make moral decisions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL490
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Augsburg College 2015-2016 Course Descriptions
Topics
4 Semester Credits
Selected topics in religion.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL495
Religion Keystone
4 Semester Credits
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their
coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research
paper.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); REL210(Research Methods in Religion)
REL498
Independent Study/Research
2 Semester Credits
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): None
REL499
Independent Study/Research
4 Semester Credits
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
SCI
SCI106
Introductory Meteorology
4 Semester Credits
A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and
precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone
depletion. (Three one-hour lectures, one two-hour laboratory per week.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
SCI106L
Introductory Meteorology Lab
0 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI106(Introductory Meteorology) *concurrent registration is required*
SCI110
Natural Science I
4 Semester Credits
The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major
concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of
computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory per week. Odd years-Rochester
only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Group)
SCI110L
Natural Science I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
SCI111
Natural Science II
4 Semester Credits
The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth
science and biology. Laboratory work will complement lectures and will include the use of computers and electronic
sensors. (Three one-hour lectures, one three-hour laboratory per week. Even years-Rochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); SCI110(Natural Science I)
SCI111L
Natural Science II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI111(Natural Science II) *concurrent registration is required*
SCI123
The Science of Food and Cooking
4 Semester Credits
A survey of the underlying physics and chemistry relevant to food and its preparation. Topics include: molecular building
blocks of food, phases and phase transitions, emulsions, foams, gels, fermentation, taste, soil, plants, self-assembly,
microbes, and nutrition. (Three hours of lecture and one and a half hour of laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Everyday Math), MPL(Math Placement Level)
SCI123L
The Science of Food and Cooking Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI123(The Science of Food and Cooking) *concurrent registration is required*
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Augsburg College 2015-2016 Course Descriptions
SCI280
Introduction to Research
2 Semester Credits
This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated
research projects. It is offered through a selection-process based on student interest, invitation, and interview selection.
It is recommended for students in the Honors Program and can also fulfill an AugExperience as an experiential course in
research if the student project results in presentation of the work in subsequent semesters. All are welcome to apply.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
SCI301
Science in the World
1 Semester Credits
A weekly seminar designed especially for students transferring to pursue a STEM degree at Augsburg College and
explores modes of discourse and sets of expectations common to upper-level science courses.
Core Curriculum Component: None
Prerequisite(s): None
SCI490
Integrated Science
2 Semester Credits
The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation,
ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in a
global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation.
(Prereq: senior biology, chemistry, or physics major)
Core Curriculum Component: Keystone
Prerequisite(s): None
SOC
SOC111
City Life: Introduction to Urban Sociology
4 Semester Credits
How is community possible in the context of multicultural, social, and political forces that are characteristic of urban
life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
SOC121
Introduction to Sociology
4 Semester Credits
What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s
place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with
each other.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
SOC199
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Augsburg College 2015-2016 Course Descriptions
Internship
4 Semester Credits
This course requires at least 140 hours at a college-approved internship site and completion of a learning agreement
before or at the beginning of the internship. Participation in a biweekly on-campus seminar is also required to receive
course credit.
Core Curriculum Component: None
Prerequisite(s): None
SOC231
Family Systems: Cross Cultural Perspectives
4 Semester Credits
The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures
and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings,
variations among families, and modern cultural and social patterns.
Core Curriculum Component: None
Prerequisite(s): None
SOC240
Protest and Social Change: The Sociology of Social Movements
4 Semester Credits
Why do people engage in protests and join social movements? What impacts do social movements have on social
institutions, the state, culture, and even personal identity? This course explores these and other questions through
studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and
courses on 19th or 20th century U.S. history recommended, but not required.)
Core Curriculum Component: None
Prerequisite(s): None
SOC265
Race, Class and Gender
4 Semester Credits
Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and
sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the
collective and individual processes involved in social inequality.
Core Curriculum Component: None
Prerequisite(s): None
SOC266
Sociology of Sexualities
4 Semester Credits
What we mean by “sex” changes over time. During different historical time periods it’s been a sin, a means of forging
ties between powerful families, a source of psychological perversion, a means to pleasure, a symbol of love, as well as a
personal identity. This class explores how sexuality and its components (desire, pleasure, love, the body) are socially
constructed.
Core Curriculum Component: None
Prerequisite(s): None
SOC277
Introduction to Criminology
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
What do we know about crime in American society? How can we explain crime sociologically? Patterns of crime,
theories to explain crime, and analysis of the police, the courts, and the correctional system are examined.
Core Curriculum Component: None
Prerequisite(s): None
SOC290
Cultures of Violence
4 Semester Credits
Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics underlying
different forms of violence? This course takes violence in its many forms as a topic for sociological analysis.
Core Curriculum Component: None
Prerequisite(s): None
SOC295
Topics
4 Semester Credits
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course
offerings.
Core Curriculum Component: None
Prerequisite(s): None
SOC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC300
Topics
4 Semester Credits
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course
offerings.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC320
Sociology of Law
4 Semester Credits
How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that legal
language is neutral, in practice, the law constructs people in different, unequal ways based on their class, age, race,
gender, and sexuality. We will explore the different ways that law is practiced and theorized. Coursework will involve
observing law in practice in local courts.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC349
Organizations and Society: Understanding Nonprofits and Corporations
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as
corporate actors, for profit and not for profit, are analyzed with respect to their goals, culture, technology and structure.
We will explore the consequences of living in a society dominated by organizations.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); SOC121(Introduction to Human Society)
SOC362
Statistical Analysis
4 Semester Credits
This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a
foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); SOC121(Introduction to Human Society)
SOC363
Research Methods
4 Semester Credits
Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned
through the practice and application of the basic tools of valid and reliable research design and data analysis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SOC362(Statistical Analysis)
SOC375
Social Psychology
4 Semester Credits
Who are you, really? Taking the perspective of symbolic interactionism, this course begins with an exploration of how
we create and sustain our identities through interaction with those around us and how those identities change with the
surrounding circumstances. The course continues with a consideration of how social situations affect and shape
individual identity and behavior.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC377
Organizational Crime and Deviance
4 Semester Credits
The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals
dumped in lakes; nuclear accidents; corporate scandals. What are the causes and consequences of organizational crime
and deviance? Case study analysis and the application of sociological models of explanation will be examined in depth.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC380
Disaster and Resilience
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Floods. Heat waves. Earthquakes. Nuclear accidents. How do communities respond to such disasters? What is the role of
government and media in such events? Can we reduce vulnerabilities? Through projects, field visits, guest speakers and
seminar discussions we draw from the sociology of disaster, urban sociology, environmental studies, and organizational
theory.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society)
SOC381
City and Regional Planning
4 Semester Credits
Explores and analyzes theories and approaches to urban planning and the shaping of metropolitan areas. Readings,
simulations, outside speakers, and field study in a seminar format.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society),
SOC211(Human Community and Modern Metropol); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
SOC387
Juvenile Delinquency
4 Semester Credits
Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the social
construction of deviance and delinquency as well as the historical precedents for treating juveniles differently will be
examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile
delinquency.
Core Curriculum Component: None
Prerequisite(s): None
SOC390
Social Problems Analysis
4 Semester Credits
How do social problems develop? What can be done about them? This course engages the sociological imagination in an
attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles
with public issues.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC485
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Augsburg College 2015-2016 Course Descriptions
Sociological Theory
4 Semester Credits
An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th
and 20th centuries.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC490
Senior Seminar and Keystone
4 Semester Credits
This Keystone experience provides the opportunity for majors to integrate the sociology program and general education,
develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity.
Pass/No Pass grading. Senior sociology majors only. (Spring)
Core Curriculum Component: Keystone
Prerequisite(s): SOC485(Sociological Theory)
SOC495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of SOC121(Introduction to Human Society), SOC485(Sociological Theory); CONSENT(Consent of
Instructor)
SOC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), SOC121(Introduction to Human Society)
SPA
SPA111
Beginning Spanish I
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction
to culture of the Spanish-speaking world.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
SPA112
Beginning Spanish II
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction
to culture of the Spanish-speaking world.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement)
SPA199
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Augsburg College 2015-2016 Course Descriptions
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA206
Spanish for Health Care Professionals
4 Semester Credits
Taught in Cuernavaca, Mexico.
Core Curriculum Component: None
Prerequisite(s): SPA112(Beginning Spanish II)
SPA211
Intermediate Spanish I
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote
cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class
discussions.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA112(Beginning Spanish II), SPALANG(Spanish Language Placement)
SPA212
Intermediate Spanish II
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote
cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class
discussions.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA211(Intermediate Spanish I), SPALANG(Spanish Language Placement)
SPA220
Business Spanish
4 Semester Credits
Aims to enable students to develop proficiency in the vocabulary, grammar, and cultural competencies necessary to
successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: 112 or
equivalent or instructor’s consent. Only taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): SPA112(Beginning Spanish II)
SPA224
Spanish for the Ministry
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA225
Spanish for Heritage Speakers I
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge
of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and
confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in
Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA231
Pre-Columbian, Colonial and Contemporary Mexican Art
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): None
SPA248
Spanish and Latin American Culture Through Film
4 Semester Credits
An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of
major filmmakers with attention to the aesthetic variations across their works.
Core Curriculum Component: None
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA311
Spanish Conversation and Composition
4 Semester Credits
Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This
course is a prerequisite for all upper division courses except for SPA 316.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
SPA312
Spanish Expression
4 Semester Credits
Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them.
Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
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Augsburg College 2015-2016 Course Descriptions
SPA316
Conversations in Cultural Context
4 Semester Credits
Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses
Latin American films to stimulate discussion.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA325
Spanish for Heritage Speakers II
4 Semester Credits
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge
of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and
confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in
Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA331
Spanish Civilization and Culture
4 Semester Credits
Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary,
and artistic movements. In Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA332
Latin American Civilization and Culture
4 Semester Credits
A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In
Spanish.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA334
Contemporary Mexican Literature
4 Semester Credits
This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the
second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican
literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq: SPA 311 or equivalent
or instructor’s consent. Taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA335
Contemporary Latin American Women: Texts and Voices
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
This course examines the social construction of gender in Latin American countries and addresses key issues faced by
Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and
about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin
American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA336
Guatemalan Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other cultural
groups in Guatemala from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse
cultures in contemporary Guatemala.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA337
Mexican Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other cultural
groups in Mexico from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse
cultures in contemporary Mexico.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA352
Survey of Spanish Literature I
4 Semester Credits
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and
development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA353
Survey of Spanish Literature II
4 Semester Credits
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and
development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA354
Representative Hispanic Authors
4 Semester Credits
An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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Augsburg College 2015-2016 Course Descriptions
SPA356
Latin American Literature
4 Semester Credits
Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories,
poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA357
Central American Literature
4 Semester Credits
This course offers an introduction to contemporary Central American literature, focusing on poetry and narratives
written in the 20th century. Special attention is given to the reciprocal relationship between literature and Central
American history and social change.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression), SPALANG(Spanish
Language Placement)
SPA397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SPA399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA411
Advanced Spanish Conversation and Composition
4 Semester Credits
Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions,
reports, debates, written compositions, and grammatical exercises.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression); 1 of ENG111(Effective
Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating
Letters), WPL(Writing Placement Level)
SPA495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA499
Independent Study
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPE
SPE315
Emotnal and Behavoral Disabilites S
1.5 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE410
Implementing Assessment Strategies
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendation stage. Students gain
understanding of key assessment tools and how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE411
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities,
developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from
culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories,
and philosophies that form the bases for special education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE415
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to
moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide
range of academic instructional practices across multiple settings when working with youth who have exceptional
learning needs. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology
and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities); 1 of
EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE425
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Augsburg College 2015-2016 Course Descriptions
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary
environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a
central focus. This course will emphasize the key elements of an effective delivery system for building self-determination
skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with
literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families,
agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition
setting is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE430
Instructional and Behavioral Practices
3 Semester Credits
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of
reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral
supports, person centered planning and functional assessment. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE434
Tchng Cont Area w/Lrng Disabilities
3 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of SPE400(TCHNG Emotnal/Behavral Disabilitie), SPE500(TCHNG Emotnal/Behavral Disabilitie)
SPE481
Student Teaching: Elementary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE483
Student Teaching: Elementary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE485
Student Teaching: Secondary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE487
Student Teaching: Secondary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); CONSENT(Consent of Instructor)
SPE490
Parent and Professional Planning
3 Semester Credits
This course examines the role of families of students with special needs, specifically those families of students with
special needs. A family systems perspective is introduced and applied. The need to form strong connections with
community agencies is emphasized.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
GRADEDADMIT(Graduate Education Department Admission), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
SPE501
Historical and Contemporary Issues in American Indian Education
4 Semester Credits
This course examines foundational aspects of teaching and learning as they relate to education. It will investigate
educational history, philosophy as well as models of teaching and learning. A major focus will be to examine past and
present educational experiences of American Indian people in the U.S. Minnesota Board of Teaching (BOT) Standards
and American Indian Learner Outcomes (AILOS) will also be introduced.
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Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE502
American Indians and Special Education
4 Semester Credits
This course will explore disability awareness in traditional and contemporary native culture, exploring historical and
contemporary issues effecting students with disabilities and focusing specifically on American Indian students in special
education. It will provide an overview of special education in U.S. culture including relevant laws, theories, and
sociological concepts as they relate to disability. It will also examine the high incidence of American Indians in special
education including fetal alcohol syndrome (FAS), autism, and biological and environmental conditions. A field
component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE503
Assessment of American Indian Learners
4 Semester Credits
This course will examine the cultural bias and discrimination issues with mainstream educational systems, providing
alternative assessments appropriate with native populations. It will also identify differences in assessment tools and
strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how they
interfere with the Circle of Courage will be examined, and approaches for compensation will be developed. A field
component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE504
Working with American Indian Families and Communities
4 Semester Credits
This course will examine techniques appropriate for working with American Indian families, extended families,
professionals, paraprofessionals, and the community when planning and implementing IEPs and transitions for American
Indian students with special needs. Skills and strategies to build partnerships to work within and among Native families
and communities to best meet the needs of the student will also be addressed. A field component will accompany this
course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE505
Manifestation of Multigenerational Trauma and Internalized Oppression
4 Semester Credits
This course will focus on how multigenerational trauma and internalized oppression manifests itself in families,
communities, schools, and student learning. It will examine and explore strategies that provide practical skills and tools
to mitigate these effects. Disability categories such as Emotional Behavioral Disabilities (EBD), Attention Deficit Disorder
(ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues
impacting American Indian children. Behavioral support options appropriate for students identified with EBD will be
provided. A field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
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Augsburg College 2015-2016 Course Descriptions
SPE506
Indigenous Learners
4 Semester Credits
This course will identify best practices in American Indian education incorporating culturally appropriate methods and
materials for students in special education. It will also explore cultural differences in learning and behavioral practices,
community and environment variables, examining the high incidence of American Indian students in special education,
cultural misunderstandings that impede placement, services and diagnosis. A field component will accompany this
course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE507
Indigenous Methods of Instruction: Practical Application
4 Semester Credits
Current best practices in American Indian education will provide students with hands on skills and strategies for
curriculum development including unit planning, lesson planning, and individualization. Various models of instruction for
teaching students including the development of intervention plans that are culturally, academically, and socially
appropriate based on assessment and observation to meet the needs of American Indian special education students. A
field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE508
Professional Issues and Development
2 Semester Credits
This course will focus on professional development and integrity in teaching. It will examine current issues and ethical
dilemmas in the fields of special education/American Indian education. Documentation, reflection, synthesis of learning
and the development of a professional portfolio will be the main focus.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE509
Literacy Instruction for American Indian Learners with Exceptionalities
4 Semester Credits
This course is designed to provide the special education teacher with an understanding of the complex developmental
process of reading skills for K-12 American Indian students with special learning needs. We will consider ways in which
reading disabilities develop among American Indian students. In this course, we will study complex developmental
behavior influenced by factors such as phonemic awareness, words analysis, vocabulary, fluency, comprehension,
language, and motivation. This course will also include investigation of best practices in reading assessment and
instruction for American Indian students with special learning needs.
Core Curriculum Component: None
Prerequisite(s): None
SPE510
Implementing Assessment Strategies
3 Semester Credits
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This course examines the assessment process from the pre-referral to the recommendatio stage. Students gain
understanding of key assessment tools and how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE511
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities,
developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from
culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories,
and philosophies that form the bases for special education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE515
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to
moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide
range of academic instructional practices across multiple settings when working with youth who have exceptional
learning needs. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and
Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities)
SPE525
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary
environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a
central focus. This course will emphasize the key elements of an effective delivery system for building self-determination
skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with
literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families,
agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition
setting is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE530
Instructional and Behavioral Practices
3 Semester Credits
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of
reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral
supports, person centered planning and functional assessment. Field experience is required.
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Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE540
Parent and Professional Planning
3 Semester Credits
This course examines the role of families of students with special needs, specifically those families of students labeled
EBD. A family systems perspective is introduced and applied. The need to form strong connections with community
agencies is emphasized.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPP
SPP200
Study Abroad
16 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPP201
Study Abroad Summer School
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPP202
Study Abroad/Part Time
8 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK
SWK100
Introduction to Professional Social Work
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
This course provides an opportunity for students to explore a possible social work major or future career in human
services. Students will receive an overview of social welfare as an institution and social work as a profession. The course
examines service needs associated with the unequal impact of social, economic and political structures on diverse
groups in society. Students volunteer 40 hours in a human service agency, program or institution.
Core Curriculum Component: None
Prerequisite(s): None
SWK210
Environmental Justice and Social Change
4 Semester Credits
This course examines the relationship between environmental justice issues and principles and methods of social
change. It explores the relationshipbetween environmental damage and damage to human populations, the differential
effect of environmental damage on specific populations, and the ways social change agents can mobilize action to
correct these injustices.
Core Curriculum Component: None
Prerequisite(s): None
SWK230
Global Peace and Social Development
4 Semester Credits
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.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): None
SWK240
Intergroup Dialogue
4 Semester Credits
In SWK 240, students will participate in intergroup dialogue; an experiential process that enhances complex thinking
skills as well as cross-cultural competence and empathy. The class will explore the intersection between the student’s
individual experiences and narratives from historical, psychological and sociological sources.
Core Curriculum Component: None
Prerequisite(s): None
SWK280
Diversity and Inequality in Professional Practice
4 Semester Credits
This course explores diversity and social inequality as they relate to professional practice in social work and other
helping professions. Building cultural competence in work with diverse populations, students learn through dialogue,
reading, experiential exercises, and community observation.
Core Curriculum Component: None
Prerequisite(s): None
SWK294
Topics
4 Semester Credits
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
SWK295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK301
History and Analysis of Social Policy
4 Semester Credits
The history of social workers, social movements, and changing social norms in Europe, North America, and globally
profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events,
policies, and programs influenced today’s social responses to human needs.
Core Curriculum Component: None
Prerequisite(s): None
SWK303
Human Development and the Social Environment
4 Semester Credits
Students focus on the theories and knowledge of human bio-psycho-social spiritual development throughout the life
span. Students will study how people develop, with attention to the interaction among individuals, families, and the
changing social environment. The course takes a life span perspective of human development, from birth to death in the
context of the person in the environment. Traditional approaches to life “stages” are also explored, along with less
traditional issues, such as human behavior and development as a result of different cultures, sexual orientation, poverty,
differing physical or mental abilities, and the relationship between diverse statuses and the social environment.
Core Curriculum Component: None
Prerequisite(s): None
SWK306
Social Work Practice 1: With Individuals
4 Semester Credits
Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set
goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide learning
opportunities for students to build skills necessary for generalist social work practice with individuals, families, and
groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse
populations.
Core Curriculum Component: None
Prerequisite(s): None
SWK307
Field Work 1: Integrative Seminar
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals in
regional human service agencies supervise students in a full-year field placement. Students also synthesize their coursebased learning with their supervised training through participation in weekly integrative seminars. Students complete a
minimum of 120 hours of supervised practice in the fall term.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK306(Social Work Practice 1: With Individuals) *concurrent registration is required*
SWK316
Social Work Practice 2: With Families and Groups
4 Semester Credits
Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview
families and facilitate groups. Emphasis on holistic practice applying the strength-based problem solving approach and
working with diverse groups and families.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SWK306(Social Work Practice 1: With
Individuals), SWK307(Field Work 1: Integrative Seminar)
SWK317
Field Work 2: Integrative Seminar
4 Semester Credits
This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work
practicum. Students synthesize their course-based learning with their supervised training through participation in
weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK316(Social Work Practice 2: With Families and Groups) *concurrent registration is required*
SWK396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SWK401
Social Work Research and Evaluation
4 Semester Credits
This course will provide students with an introduction to positivist and constructivist theories and related methods
commonly used in both social science research and social work evaluation. Students will learn to integrate social work
values and ethical principles with social science research and evaluation. Methods of program and practice evaluation
will be examined. Various approaches to organizing information and interpreting data will also be examined.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of MAT163(Introductory Statistics),
SOC362(Statistical Analysis)
SWK406
Social Work Practice 3: With Communities and Policies
4 Semester Credits
Students learn how community organizations, human service agencies, and social policies emerge in Western society.
Students study how to organize communities for empowerment, how to assist human service agencies to adapt, and
how to influence local, regional, and national policies.
Core Curriculum Component: None
Prerequisite(s): None
SWK407
Field Work 3: Integrative Seminar
4 Semester Credits
Social work professionals in regional human service agencies supervise students in a senior year field placement.
Students synthesize their advanced course learning with their supervised training through participation in weekly
integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SWK417
Field Work 4: Integrative Seminar
4 Semester Credits
This course is the social work major keystone course and a continuation of SWK 407. Social work students synthesize
their advanced course learning with their supervised training through participation in weekly integrative seminars.
Students complete a minimum of 120 hours of supervised practice in the spring term.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): None
SWK499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK500
Human Behavior and the Social Environment
4 Semester Credits
This course presents knowledge basic to an understanding of human growth and behavior through the lifecycle. It
examines the interplay of biological, social, cultural, psychological, and spiritual contexts that influence the growth of
individuals and families in contemporary global society. It requires students to select and apply theory and knowledge
from the liberal arts to help understand human behavior and development.
Core Curriculum Component: None
Prerequisite(s): None
SWK501
History of Social Welfare Policy
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Augsburg College 2015-2016 Course Descriptions
3 Semester Credits
This course analyzes the history of social welfare policy in the United States and its impact on current social policy. This
exploration is a critical analysis of history that connects social welfare to political, economic and other arenas. The
course analyzes major assumptions, ideas, and events contributing to the rise of the welfare state, the profession of
social work, and its values and ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK504
Applied Research Methods
2 Semester Credits
The purpose of this course is to prepare students to engage in research-informed practice and practice-informed
research. Students use knowledge from their practice courses to integrate with the scientific method. Basic Components
of the scientific method will be discussed such as research designs, measurements, sampling methods, data analysis, and
research ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK505
Practice Methods and Skills 1: Individuals
4 Semester Credits
The methods sequence is built on a theoretical conceptualization that integrates systems and ecological theory, the
strengths perspective and the problem-solving model. SWK 505 teaches the foundational knowledge, skills, and
principles of the helping process with individual clients. Throughout the course, work with a diversity of professional and
natural helping networks and client groups are stressed.
Core Curriculum Component: None
Prerequisite(s): None
SWK506
Practice Methods and Skills 2: Groups and Families
4 Semester Credits
This course provides the foundation for social work practice with groups and families. It emphasizes the knowledge,
values, and skills necessary for professional practice with groups and families as well as task groups and therapeutic
groups. Finally, the course is built on theoretical conceptualizations that integrate systems and ecological theory, the
strengths perspective, and the problem solving model.
Core Curriculum Component: None
Prerequisite(s): None
SWK509
Human Behavior: Mental Health Assessment and Diagnosis
4 Semester Credits
Using a developmental and strengths perspective, emphasis is placed on biopsychosocial, spiritual, cultural and
environmental influences on incidence, course and treatment of the most commonly presented mental health diagnoses
and the differential effect of these factors on diverse populations. Current research and theory in developmental
psychology, neurobiology and sociology provide the foundation for understanding the development of mental health.
Core Curriculum Component: None
Prerequisite(s): None
SWK510
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Augsburg College 2015-2016 Course Descriptions
Advanced Practice Methods
4 Semester Credits
This course is for advanced standing students only and is designed to provide a transition from their BSW program to
advanced placement in the MSW program. It provides knowledge and skill building in the latest approaches to social
work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level
social work practice with individuals, groups, families, organizations, and communities will be covered, with
opportunities to build on students’ BSW background and post-graduate experience.
Core Curriculum Component: None
Prerequisite(s): None
SWK516
Practice Methods and Skills 3: Communities and Policies
3 Semester Credits
This course introduces theoretical knowledge of macro practice social work with organizations, communities, social
movements, programs and policies. Students will gain fundamental macro practice social work skills with organizations,
communities, and policies. Using a social justice framework, social identity within macro systems will be examined.
Social work ethics and community-based research, including their relevance and application to macro systems will be
applied.
Core Curriculum Component: None
Prerequisite(s): None
SWK530
Integrated Field Seminar 1
4 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field
practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths
perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relating to dynamics of family, group and community; human behavior; populations-at-risk; policy
analysis and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK535
Integrated Field Seminar 2
2 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field
practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths
perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relating to dynamics of family, group and community; human behavior; populations-at-risk; policy
analysis and research
Core Curriculum Component: None
Prerequisite(s): None
SWK610
Integrative Field Seminar 3: MCCP
3 Semester Credits
The seminars are designed to address issues and experiences from the student's field practicum through rigorous
application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in
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Augsburg College 2015-2016 Course Descriptions
a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections
between culturally appropriate theory and practice skills related to a specific client system, and the students inherent
and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the
students reflect on the evolution of their practice and document their progress. All students in field placements must
participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK611
Integrative Field Seminar 4: MCCP
3 Semester Credits
The seminars are designed to address issues and experiences from the student's field practicum through rigorous
application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in
a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections
between culturally appropriate theory and practice skills related to a specific client system, and the students inherent
and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the
students reflect on the evolution of their practice and document their progress. All students in field placements must
participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK615
Diversity and Inequality 1: MCCP
2 Semester Credits
These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence
studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It
examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in
dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of
one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence
course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with
individual manifestations within different social identity categories; social injustice occurs and is present at individual,
institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence
and culturally sensitive practice at the micro, mezzo, and macro levels.
Core Curriculum Component: None
Prerequisite(s): None
SWK616
Diversity and Inequality 2: MCCP
2 Semester Credits
These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence
studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It
examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in
dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of
one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence
course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with
individual manifestations within different social identity categories; social injustice occurs and is present at individual,
institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence
and culturally sensitive practice at the micro, mezzo, and macro levels.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
SWK628
MCCP with Individuals
4 Semester Credits
MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work
clinicians who are competent to assess, intervene and monitor clinical interventions that are culturally sensitive and
consistent with social work values and ethics. Although focused on individual intervention, clients are viewed within the
context of their families and social context. The therapeutic process and treatment strategies are examined,
incorporating content from psychodynamic, cognitive-behavioral, and post-modern models. These content areas are
compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and
empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model
and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the
development of self-reflective practitioners.
Core Curriculum Component: None
Prerequisite(s): None
SWK629
MCCP with Families
3 Semester Credits
MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention in
clinical social work practice. This course examines theory, knowledge and skills for clinical practice with families within a
multicultural context. Students apply major family therapy models to assessing and intervening with families
experiencing problems. The models are compared from a multicultural perspective in terms of their theoretical
assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is
placed within the problem-solving model and guided by ecosystems, strengths and empowerment perspectives. The
course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family
types. Attention is given to family-centered practice in different social work fields of practice and settings and to the
development of self-awareness of the practitioner.
Core Curriculum Component: None
Prerequisite(s): None
SWK630
MCCP Policy Practice
3 Semester Credits
In this course, MCCP students learn how organizational and social policies affect the delivery of clinical social work
services in multicultural contexts. Students build upon the core policy practice competencies gained in their MSW
foundation courses. Clinical social work practice is distinguished from other professional clinical practice by this use of
the person-in-environment perspective. The multi-cultural lens sharpens focus on both the strengths that come with
diversity and the discrimination and oppression, such as racism, that policies can uphold or undo.
Core Curriculum Component: None
Prerequisite(s): None
SWK631
MCCP with Groups
4 Semester Credits
This course prepares students for advanced multicultural groupwork within a clinical practice. This course builds on the
foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of
individual empowerment and change in the context of clinical group processes. Applied theories of human
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Augsburg College 2015-2016 Course Descriptions
development, change, and resilience are integrated with theories of group processes, group leadership, and group
communication as a critical knowledge base for planning, intervention, and leadership. Students will develop an
understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork environment.
In this course, the reflexive use of self and the cautious use of evidence based practice serve as the foundation for
culturally responsive groupwork. Students will consider how their social identity and position influences similar and
mixed social identity groups and their processes.
Core Curriculum Component: None
Prerequisite(s): None
SWK634
MCCP Supervision
2 Semester Credits
Building upon the research to date on social work supervision, this course presents the functions of supervision
(administrative, educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision:
assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and
spiritual functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of
the stages of the supervisory process (planning, beginning, work, and ending), and they build a repertoire of supervisory
questions that have been associated in research with fostering success in meeting clients’ goals. Students learn to
differentiate supervision with its dimensions of hierarchical power, responsibility, liability, and authority from peer
consultation. They gain competencies in both individual and group supervision, as well as competencies related to
consultation with a multicultural lens to advance the application of theories and models of clinical social work practice.
Core Curriculum Component: None
Prerequisite(s): None
SWK639
MCCP Elective
2 Semester Credits
Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of social
work practice. Examples include Ethics, Substance Abuse and Social Work, and Trauma Therapy and Treatment.
Core Curriculum Component: None
Prerequisite(s): None
SWK640
Multicultural Clinical Practice Capstone
3 Semester Credits
This capstone course focuses on evaluation of treatment outcomes and practice efficacy. Students apply research skills,
using clinically derived data in formative and summative evaluation of their practice process and outcomes. Students
create a practice evaluation portfolio using previous coursework and data sets collected from their field practica. Data
sets may include process recordings, structured observations, and data from individualized rating scales and
questionnaires.
Core Curriculum Component: None
Prerequisite(s): None
SWK651
Integrative Field Seminar 3: MCMP
3 Semester Credits
The goal of these two courses is to strengthen the connections between theory and practice. All students in field
placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the
seminar also serves as a means for making connections among course components and the expansion of classroom
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Augsburg College 2015-2016 Course Descriptions
content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy
analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK652
Integrative Field Seminar 4: MCMP
3 Semester Credits
The goal of these two courses is to strengthen the connections between theory and practice. All students in field
placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the
seminar also serves as a means for making connections among course components and the expansion of classroom
content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy
analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK657
Diversity and Inequality 1: MCMP
2 Semester Credits
These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation,
age, and disability with application to the social service setting. Students focus on the structural and institutional
processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied,
such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program
development, and advocacy.
Core Curriculum Component: None
Prerequisite(s): None
SWK658
Diversity and Inequality 2: MCMP
2 Semester Credits
These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation,
age, and disability with application to the social service setting. Students focus on the structural and institutional
processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied,
such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program
development, and advocacy.
Core Curriculum Component: None
Prerequisite(s): None
SWK660
Research 2: Program Evaluation
4 Semester Credits
Building on the basic research skills developed in Research Methods, this course offers a program-oriented exploration
of the range of research methods used in social work. There will be a particular focus on evaluative research, a critique
of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the
responsibility of social workers “to expand the knowledge base” of social work. The course emphasizes research as a
tool at all levels of social work and will be concerned with strengthening the linkages between research, theory, and
program evaluation.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
SWK667
Organizations/Social Administrative Practice 1
3 Semester Credits
This course examines organizational theory and structure; processes of development, research, and evaluation; and
social work values and ethics in the workplace. The need to work effectively within an organizational context means that
social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, as
well as an understanding of how organizations provide practice opportunities and constraints. This course provides
opportunities for students to build the necessary skills to become effective service providers or change agents in the
context of their work in social service organizations.
Core Curriculum Component: None
Prerequisite(s): None
SWK668
Organizations/Social Administrative Practice 2
3 Semester Credits
This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities
to apply those critical skills used in supervision and management. These skills are intended as a base for the beginning
administrator. This course expects the student to develop specific skills in budgeting and personnel/human resource
functions (e.g., recruitment, selection, hiring, training, and evaluation).
Core Curriculum Component: None
Prerequisite(s): SWK667(Organizations/Social Administrative Practice 1)
SWK669
Organizations/Social Administrative Practice 3
3 Semester Credits
This course explores strategies and methods for working effectively with other service agencies, legislative and policymaking bodies, regulatory agencies, and advocacy groups.
Core Curriculum Component: None
Prerequisite(s): SWK668(Organizations/Social Administrative Practice 2)
SWK670
Multicultural Macro Practice Policy
4 Semester Credits
This course examines theories, concepts, and analytical frameworks for analyzing policy. It addresses the role of
economics, demographics, politics, values, and other relevant factors on policy design and implementation. The course
emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security),
welfare reform, health care, long-term care, and tax policy including tax expenditures.
Core Curriculum Component: None
Prerequisite(s): None
SWK671
Multicultural Macro Practice Planning
3 Semester Credits
This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy,
and their relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and
evaluation of services at various levels of system design, taking into account organizational, financial, and technological
dimensions within an analytical framework of defined need and demand for service.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): None
SWK698
Independent Study
4 Semester Credits
Students may propose to complete an independent study project. Such directed study projects provide the opportunity
for a student to explore a particular area of social work. A faculty sponsor must be secured and a proposal submitted to
the Social Work Department. On rare occasions, an independent study may be used to satisfy the general elective
requirement. Prior approval is required. Courses that are part of the required curriculum may not be taken as
independent study.
Core Curriculum Component: None
Prerequisite(s): None
SWK699
General Elective
2 Semester Credits
Students in both concentrations complete at least one general elective course for graduation. The following are
examples of offerings that are rotated each year: Parent and Professional Planning, Interdisciplinary Perspectives on
Aging, Cognitive Behavioral Therapy in Social Work Clinical Practice, Spirituality and Social Work Practice, Empowerment
of Services Users in Mental Health. We also offer short-term electives abraod: Exploring Human Services in International
Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, China, and Hong Kong)
Core Curriculum Component: None
Prerequisite(s): None
SWK998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK999
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THP
THP111
Theater Practicum: Acting/Performance
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP112
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
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Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP113
Theater Practicum: Sets
0 Semester Credits
Production set construction.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP114
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP115
Theater Practicum: Stage Management-small project
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP116
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP117
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP121
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP122
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Augsburg College 2015-2016 Course Descriptions
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP123
Theater Practicum: Costumes
0 Semester Credits
Production costume construction.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP124
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP125
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP126
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP127
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP131
Theater Practicum: Acting/Performance
0 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP132
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP133
Theater Practicum: Lights
0 Semester Credits
Production lighting crew or light console operator.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP134
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP135
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP136
Theater Practicum: Stage Management-large Project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP137
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): CONSENT(Consent of Instructor)
THP141
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP151
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THR
THR002
Introduction to Dance
0 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
THR005
Modern Dance and Improvisation
0 Semester Credits
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.)
Core Curriculum Component: None
Prerequisite(s): None
THR116
Creative Drama: Acting and Improvisation
4 Semester Credits
A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active
participation, creation of an original performance, and reflective writing. This course is primarily designed for nonmajors
and does not fulfill credit toward the theatre arts major. Attendance at theatre productions required.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR199
Internship
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Augsburg College 2015-2016 Course Descriptions
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR222
Introduction to Theater
4 Semester Credits
Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of
theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production
process. Students attend and review stage productions. This course is primarily designed for non-majors and does not
fulfill credit toward the theatre major.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR226
Movement for Theater
4 Semester Credits
A study of the principles of movement used in the art of acting. Students will improve their use of energy, concentration,
balance, control, clarity, timing and spontaneity through practical exercises. This course uses established theory and
techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine
various performance paradigms and see professional productions.
Core Curriculum Component: None
Prerequisite(s): None
THR228
Introduction to Stagecraft
4 Semester Credits
An introduction to the backstage world of the theater: its organization, crafts, and creative processes. Students will
execute practical projects, attend theater tours, see professional productions, and participate in the Theater
Department productions. Open to all students. Thirty-hour lab requirement.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a
series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative
painting project students will develop the required skills and understanding of what it means to be a scenic artist and
what role the scenic artist plays in artistry of theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR232
Acting
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the
creative approach to scene and character study in American drama, culminating in public performance. Students attend
and review local professional productions.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR233
Acting For Camera
4 Semester Credits
An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught
studio course also includes technology elements which support acting on camera. (Fall, even years)
Core Curriculum Component: None
Prerequisite(s): None
THR235
Skills of Music Theater
4 Semester Credits
An interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of
music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class
discussion, exercises, small and large group participation, memorization, and public performance. Students will attend
and review live productions. (Spring, even years)
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR237
Dance for Musical Theater
4 Semester Credits
Introduction to movement technique in two dance styles. Students will learn fundamental skills in and aesthetics of
dance technique, as well as the socio-historical content and meaning of various dance forms, with a particular focus on
the representation of individual and cultural identity through movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR245
Introduction to Asian and Asian American Theater
4 Semester Credits
A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asian and Asian American
cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. Attendance at local
theater productions required. Students will be required to pay for theater production tickets.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR250
Script Analysis: Foundations of Theater
4 Semester Credits
This foundations class focuses on major principles and fundamentals of theater literary analysis and research and uses
discussion, writing, performance, and projects as ways to interpret a dramatic script for academic and artistic purposes.
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Augsburg College 2015-2016 Course Descriptions
Close readings of plays from various genres and in-depth research projects will enable students to learn and apply skills
they will use in more advanced courses.
Core Curriculum Component: None
Prerequisite(s): None
THR255
Introduction to Musical Theater
4 Semester Credits
The course examines American musical theater in societal, cultural, and historical context with special attention to the
representation of race, class, gender, and sexuality onstage. Through active discussion and written assignments,
students will engage with specific musicals through the examination of cultural artifacts, live and recorded
performances, and popular and scholarly texts.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR265
Computer Drafting for Stage and Architecture
4 Semester Credits
An introduction to drafting on the computer. Students will learn how to use basic commands to input information,
organize, lay out, and print 2-D drafting plates, with an emphasis on drafting for the theater.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
THR270
Introduction to Black Theater
4 Semester Credits
An examination of the principles, major movements, and fundamentals of theater by and about African Americans. It
examines the historical, political, and cultural context of Black Theater and focuses on plays written by African American
playwrights.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR275
Lighting and Sound for the Stage
4 Semester Credits
A practical study of the lighting and sound design processes for theater and beyond. This course leads the student stepby-step from script analysis through final execution of both a lighting and sound design. Basic principles of light and
sound, as well as equipment, will be addressed.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR280
Costumes and Makeup for Performance
4 Semester Credits
A practical study of the costume design and makeup application processes for theater and beyond. Topics covered
include period research, sketching, rendering, fabric selection, fabric draping, and basic sewing techniques, as well as
introductory techniques in stage makeup application and design.
Core Curriculum Component: Fine Arts
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
THR295
Topics
4 Semester Credits
An introduction to selected theater arts-related topics not regularly offered in lower division classes. The specific topics
to be offered will include travel abroad courses. In addition, this THR 295 designation will fulfill an LAF requirement for
Fine Arts.
Core Curriculum Component: None
Prerequisite(s): None
THR299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR325
Playwriting I
4 Semester Credits
An introductory course in writing for theater and performance. Students will learn the basics of dramatic structure,
character development, and theatrical language, as well as techniques for the development of playscripts from idea to
complete draft. (THR 250 or ENL 226 recommended. Spring, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
THR326
Playwriting II
4 Semester Credits
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will
revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing.
Prerequisite: THR 325 or ENL 325.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I); 1 of ENL111(Effective Writing), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters)
THR328
Theatrical Design
4 Semester Credits
Introduction to the design process for the stage. Each student will execute four design projects for scenery, costumes,
lighting, and sound, using a research-based design process. The class will take theater tours and host visiting artists.
Core Curriculum Component: None
Prerequisite(s): None
THR350
Voice for Speech, Stage and Screen
4 Semester Credits
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Augsburg College 2015-2016 Course Descriptions
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening,
introduction to phonetics, and the vocal mechanism. This course will use established exercises and theories in several
methodologies of vocal training. Theory and practice are combined in oral projects, reports and papers, voice tapes, and
individual coaching. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): None
THR361
Theater History and Criticism I
4 Semester Credits
An overview of theater history, dramatic literature, and criticism from the classical Greek through the French
Neoclassical period. Reading a range of texts (including plays), writing a research paper, and attendance at local theater
productions are required. Need not be taken sequentially with THR 362. (Fall, even years)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of
Theater)
THR362
Theater History and Criticism II
4 Semester Credits
An overview of theater history, dramatic literature, and criticism from the English Restoration through contemporary
performance. Reading a range of texts (including plays), writing a research paper, and attending local theater
productions are required. Need not be taken sequentially with THR 361. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of
Theater)
THR365
Advanced Acting
4 Semester Credits
This course provides students with performance skills and the ability to recognize differentiating clues that identify the
style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the
performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French
Neoclassicism, Restoration Comedy, realism, and nonrealism), culminating in a public recital. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater), THR362(Theater History and Criticism
II)
THR366
Stage Direction
4 Semester Credits
A study of the basic principles and skills of stage direction: directing concepts and methodologies, stage techniques,
terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the
overall staging of a play. Theories of directing are also examined. (Prereq.: junior or senior standing)
Core Curriculum Component: None
Prerequisite(s): THR362(Theater History and Criticism II)
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Augsburg College 2015-2016 Course Descriptions
THR397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR425
New Methodologies of Stage Direction and Dramaturgy
4 Semester Credits
This course will examine principles and practices of the modern and contemporary stage director as auteur. We will
study radical reinterpretations of classic plays by such directors as Meyerhold, Mnouchkine, and Sellars, and explore and
apply some of their methodologies in workshops and projects. Students will gain insights into postmodernism and
deconstruction in regard to stage direction and contemporary theater.
Core Curriculum Component: None
Prerequisite(s): THR366(Stage Direction)
THR499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB
URB111
City Life: Introduction to Urban Sociology
4 Semester Credits
How is community possible in the context of multicultural, social, and political forces that are characteristic of urban
life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
URB199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB295
Topics in Metro-Urban Studies
4 Semester Credits
Core Curriculum Component: None
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Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
URB299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB395
Topics in Metro-Urban Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion
of an applied group project or independently-designed thesis.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of POL483(Political Statistics and Methodology), SOC362(Statistical Analysis); 1 of POL484(Political
Analysis), SOC363(Research Methods); SOC381(City and Regional Planning)
WEL
WEL100
Foundations of Wellness
0 Semester Credits
This course is required for all Augsburg students not majoring in Health, Physical Education, or Exercise Science. It is
designed to improve the student's knowledge and understanding of select components of wellness such as nutrition,
stress reduction, goal setting, and physical fitness and how they contribute to personal lifelong health and well-being.
This course incorporates physical activity and is designed to provide the knowledge and skills needed to assess, monitor,
and discipline oneself to maintain a lifestyle of wellness.
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): None
WEL102
Recreational Wellness
0 Semester Credits
This course is required of all Augsburg students. Recreational activity courses are designed to allow exploration of and
improve proficiency in a selected physical activity. Students will be able to demonstrate basic skills and understand
strategy and rules of the activity.
Core Curriculum Component: Recreational Wellness
297
Augsburg College 2015-2016 Course Descriptions
Prerequisite(s): None
WST
WST199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST201
Introduction to Gender, Sexuality, and Women’s Studies
4 Semester Credits
This multidisciplinary course introduces students to the contributions of women in history, religion, literature,
philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from
women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual orientation,
and class.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST250
Global Perspectives on Gender and Sexuality
4 Semester Credits
This course will explore global contemporary issues of sexuality and gender, examining topics such as reproductive
justice, globalization, sex trafficking, mail-order brides, popular culture, religious fundamentalism, militarization,
memory, and the transnational politics of food. We will develop a framework for thinking about the ways that gender,
nationality, race, sexuality, geography, and social class affect women’s identities, experiences, and statuses.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST281
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST305
Introduction to Queer Studies
4 Semester Credits
A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary
perspectives and theory. The course may include guest speakers, a service-learning component at local GLBT/supporting
agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time.
Required experiential education fee.
298
Augsburg College 2015-2016 Course Descriptions
Core Curriculum Component: None
Prerequisite(s): WST201(Foundations in Women's Studies)
WST313
Environmental Theology and Ethics
4 Semester Credits
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of
environmental problems in South, Central, and North America.
Core Curriculum Component: None
Prerequisite(s): None
WST315
Margins as Center: Feminist Theory
4 Semester Credits
This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the
feminist canon. A variety of texts - including personal narratives, political statements, origin stories, and empirical
studies - will be analyzed to highlight different theoretical approaches and multiple feminisms.
Core Curriculum Component: None
Prerequisite(s): None
WST324
Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America
4 Semester Credits
Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic theologians
first asserted that God has a "preferential option for the poor" and therefore linked their faith to revolutionary social
movements against political and economic oppression. Recently, Latin American theologies have expanded to include
feminist, queer, and postcolonial struggles against sexism, heterosexism, and imperialism. Not accepted for credit for
students who have taken REL 366.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
WST335
Contemporary Latin American Women: Texts and Voices
4 Semester Credits
This course examines the social construction of gender in Latin American countries and addresses key issues faced by
Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and
about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin
American women’s experiences.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
WST341
Globalization, Social Struggles and the Environment
4 Semester Credits
299
Augsburg College 2015-2016 Course Descriptions
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that
promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on
environmental issues and the causes of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST352
Women, Gender, and Social Change in Latin America
4 Semester Credits
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.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular
focus on the social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST355
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period,
the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST357
Mexican History, Culture and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to
modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The
Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United
States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in
Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities),
HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History
of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The
Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed
Study)
WST362
300
Augsburg College 2015-2016 Course Descriptions
Walking the Truth: Culture,Gender and Millennium Development Goals in Sub Saharan Africa
4 Semester Credits
This broad-based interdisciplinary course explores the influence of cultural values and gender roles on the achievement
of the Millennium Development Goals (MDG’s) in sub-Saharan Africa. The social determinants of health and illness—
economic realities, education levels, governmental policies, access to technology, and the availability of health care
providers—are examined relation to the unequal burdens of suffering and disease evident in Africa. Leadership skills
that promote MDG achievement in local, regional, and national contexts are identified and applied through experiential
practical learning activities, lecture, and dialog.
Core Curriculum Component: None
Prerequisite(s): None
WST366
Latin American Liberation Theologies
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation.
Examines key theological concepts, critiques, and practical implications.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
WST396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
WST481
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST485
Senior Seminar
4 Semester Credits
301
Augsburg College 2015-2016 Course Descriptions
This advanced course will include student research and presentations that incorporate feminist theory. The seminar is
required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an
independent study (499). It is offered at a different college each semester and may be taken in conjunction with WST
490.
Core Curriculum Component: None
Prerequisite(s): None
WST490
Keystone
0 Semester Credits
This course provides a Keystone component for all WST majors.
Core Curriculum Component: Keystone
Prerequisite(s): None
WST499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
YFM
YFM205
Exploring Topics in Youth and Family Ministry
2 Semester Credits
Exploring Topics in Youth and Family Ministry features a selection of half-credit 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.
Core Curriculum Component: None
Prerequisite(s): None
YFM208
Vocational Formation I
0 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
YFM209
Vocational Formation II
0 Semester Credits
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
302
Augsburg College 2015-2016 Course Descriptions
roundtables, have multiple meetings with an assigned mentor from the field, and attend one approved professional
conference or workshop.
Core Curriculum Component: None
Prerequisite(s): YFM208(Vocational Formation I)
YFM232
Peer Ministry: Principles and Leadership
4 Semester Credits
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.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
YFM235
Foundations for Ministry with Youth and Families
4 Semester Credits
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. Students will be required
to complete service learning with youth in a Christian ministry setting.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
YFM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
YFM305
Ministry Practices
4 Semester Credits
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.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); YFM235(Foundations for Ministry with Youth and Families)
YFM316
Church and Culture in Context
4 Semester Credits
303
Augsburg College 2015-2016 Course Descriptions
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.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
YFM358
Life and Work of the Church
4 Semester Credits
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 “postmodern” churches. A central
element of this course will be a research project that studies the methods and strategies of congregations and other
ministry organizations in their efforts to introduce, nurture, and shape the Christian faith.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): YFM235(Foundations for Ministry with Youth and Families)
YFM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
YFM399
Internship
4 Semester Credits
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.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of YFM305(Ministry Practices), YFM358(Life and Work of the Church); CONSENT(Consent of Instructor)
YFM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
304
Show less
2015-2016 GRADUATE CATALOG
at
Augsburg College
Graduate Catalog
2015-2016
Official Publication of Augsburg College
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg College Graduate Catalog contains information about academic program requirements and academic and
student policie... Show more
2015-2016 GRADUATE CATALOG
at
Augsburg College
Graduate Catalog
2015-2016
Official Publication of Augsburg College
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg College Graduate Catalog contains information about academic program requirements and academic and
student policies and procedures for Fall Semester 2015 - Summer Semester 2016. It is subject to change without notice.
The catalog is intended to complement other College publications including the Student Guide and College website. It is
important for students to be familiar with all College policies and procedures. Students are strongly encouraged to
consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements.
Published 2015
Phone: 612-330-1000
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 graduate-level programs in Business Administration, Creative
Writing, Education, Leadership, Nursing, Physician Assistant Studies, and Social Work are distinguished by the
opportunities they provide students to expand decision-making and strategic skills.
Augsburg College is characterized by a strong mission: Augsburg College educates students to be informed citizens,
thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged
community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence
in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its
urban and global settings.
For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive
perspective on social responsibility, economic realities, business initiative, and environmental sustainability.
At Augsburg College we believe that our distinctive educational purpose is to help you find your calling, at work and in
the world. Augsburg graduate programs are designed to offer you quality educational experiences, personal attention,
and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are
prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree.
Sincerely,
Paul C. Pribbenow, Ph.D.
President
2
Greetings from the Academic Affairs Office
Welcome to graduate studies at Augsburg College. We are committed to education that prepares people for leadership
in their communities and places of work. We believe that learning based upon intentional integration of the liberal and
professional arts and sciences provides the best preparation for living in the fast-paced, changing, and complex world of
today and tomorrow.
We expect our graduate students to achieve tangible and measurable outcomes from their studies at Augsburg:
specialized knowledge in a field of study, applied and collaborative learning, advanced intellectual skills (especially in
engaging diverse perspectives and communication fluency), and demonstrated civic and global learning.
When you join Augsburg, you become part of a community that offers lifelong learning opportunities in state-of-the-art
physical and online classrooms with accessible libraries and dedicated faculty and staff. Our locations in vital
metropolitan areas and the opportunities we provide for international travel offer exciting and challenging real-life
learning. Cities and countries become extended campuses for Augsburg students. Additionally, the diversity in our own
campus community ensures that our graduates are prepared for the range of experiences and perspectives that
characterize today’s global environment.
All of our graduate programs share distinctive qualities, including our commitment and mission to be of service, with
one another and to our neighbors. 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. And, we encourage interdisciplinary
courses and opportunities for you to study with colleagues across disciplines.
At the same time, each graduate program also has its own “neighborhood” and unique features. You join a body of
experienced people that expands your network of employer connections and career opportunities. We encourage our
alumni to become your mentors and build on our city and global connections through public events, including our
convocations and our annual, internationally-recognized Nobel Peace Prize Forum.
We are companions on your journey in fulfilling your dream of a graduate degree and we cannot wait to meet you.
Sincerely,
Lori A. Peterson
Assistant Vice President of Academic Affairs and Dean of Graduate and Professional Studies
3
About Augsburg
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 apply critical thinking, problem solving, and advanced communication skills in a
collaborative approach within that discipline, thereby engaging others with diverse perspectives in the work of
advancing civic and global initiatives critical for a sustainable future.
The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences,
to serve our neighbors in the heart of the city and out into the world with faith-based, ethical values. We welcome
students from a diversity of backgrounds and experiences. Also, our programs look to the world through international
courses and cultural exchanges.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to
the College motto, “Education for Service,” and mission:
Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its
life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the
faith and values of the Lutheran Church, and shaped by its urban and global settings.
Augsburg Today
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin,
and moved to Minneapolis, Minnesota in 1872. A Rochester, Minnesota campus was added in 2002. A short history of
Augsburg College can be found at www.augsburg.edu/about/history.
Today, Augsburg continues to reflect the commitment and dedication of its founders who believed:
Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically
and broadly about the world and the work we do in it.
An Augsburg education should be preparation for service in community and centers of faith.
The city—with all its excitement, challenges, and diversity—is an unequaled learning environment.
The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.”
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg
prepares its students to become effective, ethical citizens in a complex global society.
Degrees Offered
Augsburg offers the following graduate degrees:
Master of Arts in Education*
Master of Arts in Leadership
Master of Arts in Nursing*
Master of Business Administration*
Master of Fine Arts in Creative Writing
Master of Music Therapy
Master of Science in Physician Assistant Studies
Master of Social Work
Doctor of Nursing Practice* (with tracks in Transcultural Nursing and Family Nurse Practitioner)
4
Augsburg offers the following dual degrees:
Bachelor of Arts in Accounting/Master of Arts in Leadership
Master of Arts in Leadership/Master of Business Administration
Master of Social Work/Master of Business Administration
Master of Social Work/Master of Arts in Theology, with Luther Seminary
*Programs offered at both of Augsburg’s campuses (Minneapolis and Rochester, MN)
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, whether a student in
Minneapolis or Rochester, and to participate in College activities such as music and dramatic presentations and
lecture/speaker events.
Graduate Faculty
The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and
commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and
service to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of
research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic
faculty development program that introduces them to best practices in teaching and learning techniques and theories.
Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as
academic advisors and participate regularly in campus activities.
5
Locations
Minneapolis Campus
Augsburg College is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is
bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University
of Minnesota Medical Center.
Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s
leading companies as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is
blocks from the METRO Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and St.
Paul, as well as the Minneapolis International Airport.
Rochester campus
Augsburg’s branch campus in Rochester, Minnesota was established in 1998 as a natural extension of the College’s
mission and its expertise in teaching working adults. Graduate degrees and undergraduate majors including business,
education, and nursing, are offered on the Rochester campus. Graduate programs in Rochester include the Master of
Business Administration, Master of Arts in Nursing*, Master of Arts in Education*, and Doctor of Nursing Practice*.
The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA), just a few blocks south of
downtown Rochester. Home to approximately 110,000 residents, Rochester is a city that enjoys a rich ethnic diversity
and superior technological resources.
Augsburg classes in Rochester meet on a semester schedule with classes taking place on alternating weekday evenings
and on occasional Saturdays, making them accessible to working adults. Students may also take courses within their
program on the Minneapolis campus.
Students at the Rochester 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 augsburg.edu/rochester or by calling the Rochester office at
507-288-2886.
*Program includes some Minneapolis courses.
Abroad Locations
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 disciplines.
6
Facilities
Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway
system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library,
Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication.
Admissions Office—The Office of Admissions is located on the lower level of Christensen Center.
Anderson Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg College from 1963 to 1980, and this
residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as
well as the Master of Science in Physician Assistant Studies; Center for Global Education; and the Office of Marketing
and Communication.
Center for Wellness and Counseling—The Center for Wellness and Counseling offers programs and services that
enhance student learning by promoting personal development and well-being.
Christensen Center (1967)—The College center, with the Admissions Office, student lounge and recreational areas, the
Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy
center, and offices for student government and student publications.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the
Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use.
Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition
of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also
housed in this complex, which provides space for campus ministry, the drama and communication offices.
Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for
Augsburg and the metropolitan community.
Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry
Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical
education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions
and brings together the computer technology resources of the College. It also houses the Gage Center for Student
Success. The library is located on the corner of 22nd Avenue and 7th Street and the Center for Learning and Adaptive
Student Services (CLASS).
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, the Department of Public Safety and a lounge area.
Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two
rehearsal halls, music libraries, practice studios, and offices for the music faculty.
Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with
classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with
architectural details from the past. It is included on the National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP
program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Bernhard Christensen
Center for Vocation, the Master of Business Administration Program, the Master of Arts in Leadership program, the
7
Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble
Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center.
Science Hall (1949)—Houses classrooms; 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, as well as
classrooms and faculty offices.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third
presidents, it contains the President’s Office, Human Resources, 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.
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Accreditation, Approvals, and Memberships
Augsburg College is accredited by:
The Higher Learning Commission of the North Central Association of Colleges and Schools.
National Council for the Accreditation of Teacher Education (NCATE)
Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
Commission on Collegiate Nursing Education (CCNE) (bachelor’s, master’s and doctoral degrees)
Council on Social Work Education (CSWE) (bachelor’s and master’s degrees)
American Music Therapy Association (AMTA) (bachelor’s and master’s degrees)
Augsburg’s programs are approved by:
American Chemical Society
Minnesota Board of Teaching
Minnesota Board of Nursing
National Accrediting Agency for Clinical Laboratory Sciences (NAACLS)
National Association of Schools of Music
Augsburg College is an institutional member of:
American Association of Colleges and Universities (AACU)
American Association of Colleges of Teacher Education (AACTE)
American Association of Higher Education (AAHE)
American Music Therapy Association, Inc.
Association of International Education Administrators (AIEA)
Campus Compact
Council of Independent Colleges (CIC)
Council on International Educational Exchange (CIEE)
Diversity Abroad Network
The Forum on Education Abroad
Institute of International Education (IIE)
Lutheran Education Council in North America (LECNA)
National Association of International Educators (NAFSA)
National Association of Schools of Music (NASM)
National Society for Experiential Education (NSEE)
Physician Assistant Education Association
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)
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.
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Policies
Non-Discrimination Policy
Augsburg College, as affirmed in its mission, prohibits discrimination on the basis of race, color, religious belief, national
or ethnic origin, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status,
genetic information, status with regard to public assistance, or citizenship in its educational policies, admissions policies,
employment, scholarship and loan programs, athletic and/or school-administered programs, except in those instances
where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg College is
committed to providing reasonable accommodations to its employees and students with disabilities. (Approved by
Board of Regents on January, 2012)
For further information, please contact the College’s Title IX Officer:
Lisa Stock| Director of Human Resources| Memorial Hall 19| 612-330-1783| stockl@augsburg.edu
Additionally, the College has three Deputy Officers:
Deputy Officer for Students:
Sarah Griesse| Dean of Students
Memorial Hall, Room 118F| 612-330-1489| griesse@augsburg.edu
Deputy Officer for Employees:
Tammy McBroom| Human Resources
Memorial Hall, Room 19| 612-330-1216| mcbroom@augsburg.edu
Deputy Officer for Athletics:
Kelly Anderson Diercks| Assistant Athletic Director
Si Melby Hall, Room 205F| 612-330-1245| diercks@augsburg.edu
The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist
as investigators of complaints.
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students
regarding their education records. Each year Augsburg 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. The student must request to review their education records in writing with their signature. The College will
respond in a reasonable time, but no later than 45 days after receiving the request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate,
misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that
the record should be changed if Augsburg decides not to alter your education records according to your request.
Right to give permission for disclosure of personally identifiable information
You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information
contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize
disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to
school officials who have legitimate education interests. A school official is a person employed by the 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
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agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or
grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate
educational interest if the official needs to review an education record in order to fulfill his or her professional
responsibility.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may
be released for any purpose at the discretion of Augsburg 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
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 Registrar’s Office must be notified in writing of your intent to withhold your Directory
Information.
Right to complain to FERPA Office
You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400
Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter.
Annual Security Report
The Annual Security Report (ASR) for Augsburg College contains statistics on reported crimes on and near Augsburg
property and campus, as well as institutional policies concerning campus security and crime. The Department of Public
Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and
Crime Statistics Act. The report is available online at www.augsburg.edu/dps/reports. For a printed copy, contact
Augsburg’s Department of Public Safety at 612-330-1717.
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Copyright Policy
Augsburg College Graduate Programs follows the norms of the US Copyright Law in granting exclusive rights under the
Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for derivative.
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
inside.augsburg.edu/studentaffairs/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 Inside Augsburg.
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Graduate Admissions
All graduate programs require students to have a bachelor’s degree from a regionally-accredited four-year institution or
an equivalent degree from outside the US.
All graduate students must submit completed applications. Each graduate program also has additional program
requirements, which may include coursework, professional experience, testing, etc. See the program sections for these
additional requirements.
Please refer to each individual program’s catalog section (below) for additional instructions and for detailed information
on applying to graduate programs, refer to the Graduate Admissions website at www.augsburg.edu/grad.
Readmission
Graduate students who have not registered for courses at Augsburg College for two or more semesters, must apply for
readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during
their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office.
Returning students do not pay the application fee.
The last day to receive approval for readmission to the College and register for classes is the Friday prior to the start of
the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the
College must have their readmission application and file reviewed by the program director. (Please consult with
individual programs for information regarding readmission process).
Non-degree Student Admission
Individuals may take coursework at Augsburg College as a non-degree-seeking student. Non-degree students can enroll
on a space-available basis. Registration dates are included in the College’s Academic Calendar. Admission requires
program director approval, and the student must be in good standing at all previously attended institutions.
To apply for admission as a non-degree seeking student, submit the completed application, academic intent, and
unofficial transcript from the bachelor’s degree granting institution to the Admissions Office. Some programs may have
additional application requirements.
A bachelor’s degree from a regionally accredited institution is the minimum requirement for admission. Students who
have earned a bachelor’s degree outside of the United States must submit a copy of a foreign credential evaluation from
World Education Services (WES) to confirm it is equivalent to a United States bachelor’s degree or greater.
Non-degree status is conferred for only one term of enrollment. Additional terms require reapplication as a non-degree
seeking student. Students may count up to 6-8 semester credits earned as a non-degree seeking student toward an
Augsburg College degree with approval from the program director.
Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed
application, academic intent, official transcript from the bachelor’s degree granting institution, and any additional
materials required by the program.
International Students Admission
Augsburg College graduate programs encourage qualified applicants from other countries to apply.
An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or
professional objective at an academic institution in the United States that has been designated by the Department of
Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and
Exchange Visitor Information System).
A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one
of two ways:
If the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a US consulate.
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If the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United
States Citizenship and Immigration Services) with an application for change of nonimmigrant status.
A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following
the transfer procedures set forth in the F-1 regulations.
In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students
must also comply with the following:
English Proficiency Requirements for International Graduate Applicants
To meet Augsburg College admission requirements, you must provide evidence of a sufficient command of both written
and spoken English to study college courses conducted entirely in English. Below is a list of the tests and programs
Augsburg College accepts as evidence for English proficiency.
TOEFL (Test of English as a Foreign Language)
www.toefl.org
Score report of 80 on the Internet-based TOEFL (iBT) with a sub-score of 20 on the written and 20 on the speaking
sections. (The Augsburg College TOEFL code is 6014.)
IELTS (International English Language Testing System)
www.ielts.org
Score report of 6.5.
MELAB (Michigan English Language Assessment Battery)
www.cambridgemichigan.org/melab
Score report of 80, and score report must be accompanied by an official letter from the testing coordinator.
Successful completion of a previous undergraduate or graduate degree at an accredited college or university in the
US, the United Kingdom, Ireland, English-speaking Canada, New Zealand, or Australia.
Score reports must be sent to Augsburg directly from the testing center. Score reports must not be more than two years
old.
Foreign Credential Evaluation
Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States.
This evaluation should include the following:
Analysis of credentials to determine if your degree is equivalent to an accredited US bachelor’s degree
Verification the degree is equivalent, at a minimum, to a four-year US bachelor’s degree is required.
Course-by-course evaluation to show your complete course listing with credit values and grades received for each
course, may also be required for specific programs.
Calculation of grade point average to demonstrate your cumulative grade point average using the standard US
grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0.
Translation to English (if applicable)
The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at
www.wes.org for information on how to obtain a foreign credential evaluation.
Proof of Financial Support
International applicants must provide reliable documentation that they have financial resources adequate to meet
expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and
board, health insurance, personal expenses, and living expenses for dependents (if applicable).
Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds,
or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official
award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank
letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or
Augsburg’s Financial Sponsorship form can be used to document support being provided by a US citizen or US legal
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permanent resident. All financial documents such as bank statements must be dated within three months prior to the
date of application.
Health Insurance
All F-1 international students and their dependents (if applicable) are required to have adequate health insurance
coverage for the duration of their program. International students will be enrolled in the Augsburg international student
plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period.
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Financing Your Education
College Costs for Graduate Studies
The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as
required. Augsburg reserves the right to adjust charges should economic conditions necessitate.
Full-Time vs. Half-Time
Graduate students will need to be enrolled in 3 credits to be considered half-time and 6 credits to be considered fulltime.
Program Tuition and Fees
Doctor of Nursing Practice (DNP)
Master of Arts in Nursing (MAN)
Master of Arts in Education (MAE)
Master of Arts in Education Tribal (MAET)
Master of Arts in Leadership (MAL)
Master of Fine Arts (MFA)
Master of Social Work (MSW)
Master of Business Administration (MBA)
Master of Arts in Music Therapy (MMT)
Master of Science in Physician Assistant (MPA)
$894 per 1.0 credit
$683 per 1.0 credit
$485 per 1.0 credit
UMD Rate
$799 per 1.0 credit
$623 per 1.0 credit
$668 per 1.0 credit
$776 per 1.0 credit
$798 per 1.0 credit
$739 per 1.0 credit*
*2015 start cohort
Tuition
Students are charged per credit. All associated costs must be paid by the beginning of each semester to avoid accruing
finance charges, unless you have enrolled in an official payment plan through Student Financial Services.
Fees
Specific courses or programs may have additional fees associated with them, such as lab or supply fees.
Payments
Semester Charges
Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits
designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online
through Augnet’s Records and Registration site. Payments can be made online at
www.augsburg.edu/studentfinancial/make-a-payment. Augsburg may charge late fees and interest on delinquent
accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure
Payment Options
Augsburg College offers payment plan options for all students. Information about payment plans is available online at
www.augsburg.edu/studentfinancial/payment-plans-and-discounts.
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.
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Financial assistance awarded through Augsburg may be a combination of grants and loans. The College cooperates with
federal, state, church, and private agencies in providing various aid programs.
The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is
eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent
family members, other educational expenses, retirement needs, and special considerations.
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant
(except as noted).
Institutional Grants/Discounts
Augsburg offers grants/discounts for a variety of different students. Specific information about the different grants and
scholarships, along with eligibility requirements, can be found online at www.augsburg.edu/studentfinancial/paymentplans-and-discounts.
Loan Assistance
Graduate students must be enrolled at least half-time in order to receive federal loans. Three semester credits per term
is considered half-time. Six semester credits per term is considered full-time.
Federal Unsubsidized Stafford Student Loan
Interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower
may choose to make payments while in school or may defer payments and allow interest to accrue and be
capitalized (added to the balance of the loan).
Federal Graduate Loan Program (PLUS)
Graduate PLUS is a loan program to help graduate students meet college costs. Students may borrow up to the cost
of attendance (minus all other student financial aid).
Further information about loan programs can be found online at www.augsburg.edu/studentfinancial.
Satisfactory Academic Progress Policy
Federal regulations require that all higher education institutions establish and implement a policy to measure whether
students [1] receiving financial aid [2] are making satisfactory academic progress toward the completion of a degree.
The purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant
to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the
following standards makes a student ineligible for all institutional, federal, and state financial aid.
Standards of Satisfactory Academic Progress
1) Minimum GPA requirements: Graduate Students must maintain a minimum 2.5 cumulative GPA based on the entire
academic record.
2) Minimum Credits Completed: Graduate Students must earn a cumulative 67% of the credits attempted based on
the entire academic record. A completed credit has a grade of 4.0 – 2.5 or P. Credits earned and completed will
include accepted cumulative transfer credits as defined by the Registrar’s Office. Unsatisfactory grades “W
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(withdrawn),” “I (Incomplete),” “F (Zero),” and “N (Not Passing)” are counted towards the cumulative attempted
credits. Repeat Courses and remedial courses are not counted towards the cumulative attempted credits.
3) Maximum Time Frame: To demonstrate academic progress, graduate students must complete their degree
objective within 150% of the length of the program.
Monitoring and Evaluating Progress
In order to ensure SAP standards are being met, the office of Student Financial Services will evaluate and monitor the
students’ academic achievement at the end of each term. After the student’s record is evaluated and the Student
Financial Services Office determined the student to be unsatisfactory, the student will be placed on Financial Aid
Warning or Financial Aid Probation. Students will be notified through their Augsburg email if they fail to meet SAP
standards.
Financial Aid Warning
In order to ensure SAP standards are being met, the Office of Student Financial Services will evaluate and monitor the
students’ academic achievement at the end of each term. After the student’s record is evaluated and the Student
Financial Services Office determined the student to be unsatisfactory, the student will be placed on Financial Aid
Warning or Financial Aid Suspension. Students will be notified through their Augsburg email if they fail to meet SAP
standards.
Financial Aid Suspension
A student who fails to meet either the minimum GPA requirement and/or minimum credits attempted while on
Financial Aid Warning will be placed on Financial Aid Suspension. A student on Financial Aid Suspension is ineligible to
receive any form of financial aid. A student on Financial Aid Suspension may submit an appeal to reinstate their financial
aid. Financial Aid Suspension will conclude when the student meets SAP standards, or successfully appeals.
Financial Aid will be suspended when a student placed on Financial Aid Suspension does not meet SAP standards.
Because grades may not be available before the beginning of the next scheduled term, it is possible that financial aid
may be disbursed to a student before the review can be conducted. In the event that a student is found to be ineligible
for the financial aid that has been disbursed due to a failure to meet one of the Standards, the aid that was disbursed
will be canceled, and returned to the appropriate program(s).
Right to Appeal
Students who have had their financial aid suspended may submit the SAP Appeal Form to the Student Financial Services
Office. The appeal must be submitted within 7 days of notification of unsatisfactory status or by the due date given on
the appeal letter. The SAP Appeal Form must be completely filled out, along with any additional documents required by
the Committee. The appeal should state reasons why the student failed to meet SAP standards, and what changed for
the student that will allow the student to demonstrate progress towards meeting SAP standards. The appeal will be
decided by the SAP Committee. All decisions made by the Committee are final.
If a student’s appeal is approved they will be placed on Financial Aid Probation. If a student’s appeal is denied they will
remain on Financial Aid Suspension and will remain ineligible for financial aid.
Financial Aid Probation
A student who has been placed on Financial Aid Suspension and successfully appeals SAP will be place on Financial Aid
Probation. A student on Financial Aid Probation will be eligible to receive financial aid. Financial Aid Probation will last
for one term. If at the end of the term, the students meets SAP standards, the Financial Aid Probation will conclude.
Students currently on Financial Aid Probation who do not meet the standards at the end of the term will be placed on
Financial Aid Suspension.
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Student Account Financial Disclosure
Students at Augsburg College are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg College Tuition Refund Policy. Statements and account history are available online through AugNet Records
and Registration.
Augsburg College may require someone to co-sign on the students’ obligations in special cases, such as when a student
has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers are
responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or
attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure.
Results of Balances Not Paid in Full
Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late
payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in
full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year
(.67% per month) will be added onto your student account balance. For example, this means that for every $1,000
owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the
bank for Non-Sufficient Funds.
Past Due Accounts
If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg
reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it.
Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold
transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection
agency or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial
information about her or his account and other pertinent information such as address and phone number to third
parties who are dealing with the collection of the account balance. By providing us with a telephone number for a
cellular phone or other wireless device, you are expressly consenting to receive communications – including but not
limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing
system – from us and our affiliates and agents at that number. This express consent applies to each such telephone
number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and
messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg College, or
its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40% of the debt, and
all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that, due to
the Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The terms
of this agreement remain in effect until all Term Fees and other charges are paid in full.
Financial Policies
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
account charges 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.
Tuition Refund Policy
Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last
day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date,
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students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is
effective whether or not a student has attended classes.
Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date
labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar.
Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any
refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for
all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations
are based on the date that the drop/add form is processed.
Medical Refund
If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a
medical refund should be made through the Academic/Financial Petition. Petition forms are available through the
Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of
documentation from the attending doctor, on letterhead, verifying the medical circumstances.
Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be
reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the 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 online through the Registrar’s Office website.
A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively.
The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include,
but is not limited to, statements from each instructor that the student never attended, or documentation of attendance
for the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term
will be replaced with an administrative cancellation fee of $300.
Financial Aid Policy
Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number
of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic
Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with
faculty signature-Full Semester class”. Financial aid will not be adjusted for classes added after this date.
Students must earn the financial aid they are awarded each semester by actively attending and participating in classes
throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a
“W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes.
Financial Aid - Return of Aid Policy
Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes,
or in the event of hybrid/online courses, be an active participant in the course.
Federal/State Aid Adjustments
Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. Student
are eligible to keep more aid the longer they attend their courses. After 60% of the term has passed, students are
eligible to keep all of their federal/state aid. If you are planning to completely withdraw from your courses, please see a
Student Financial Services counselor to determine what aid may need to be returned.
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Institutional Aid Adjustments
Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students
withdraw from their courses they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a
student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid.
Credit Refund Policy
Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a
term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial
Aid needs to be finalized (You can verify your financial aid status online through Track Your Financial Aid) and applied to
a student’s account (Check your Transaction History online to verify all of your financial aid has been applied to your
account and nothing is left pending) before the credit refund can be issued.
Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds.
Students who are enrolled less than half-time (less than 6.0 credits for undergraduates, less than 3.0 credit for
graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration
changes made from the first week of the term through midterm may require a return of financial aid funds. Students
who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund
will be available. Financial aid return of funds may take up to 30-45 days to be processed.
Bookstore Policy
Students who are registered for the upcoming term will be allowed to charge up to $600 to their student account.
Students DO NOT need to request a bookstore account this year.
Please plan ahead and purchase books and supplies before the scheduled cut off dates; plan ahead for courses that start
midterm as you will be unable to charge anything to your student account after the cut-off date.
Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds are issued. If
your bookstore charges create a balance on your account, you need to make payments in accordance with your
statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid
funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you
purchase books if you need to discuss payment options.
Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times.
Third Party
If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your
purchases to the Student Financial Services Office, along with your invoice request.
Additional Funds
If the cost of your textbooks and supplies are above $600 in one term, you have enough financial aid to cover the
additional costs, and you would like to charge the additional amount to your student account, please send the following
information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing.
Subject: Request for additional funds
Full Name:
Student ID number:
Additional request:
Students will receive an e-mail when the additional request has been processed. Accounts are opened as quickly as
possible, but it could take up to two business days for activation.
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Consumer Information
LOSS OF FINANCIAL AID ELIGIBILITY DUE TO A DRUG OFFENSE
A student, who is convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred
while the student was enrolled in school and receiving Title IV aid, is not eligible for Title IV funds. [An illegal drug is a
controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.
A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid
(FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from
a juvenile court proceeding do not affect eligibility and do not need to be reported by the student.
A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and
receiving Title IV aid loses Title IV eligibility as follows:
For the possession of illegal drugs:
First offense: one year from the date of conviction.
Second offense: two years from the date of the second conviction.
Third offense: indefinitely from the date of the third conviction.
For the sale of illegal drugs:
First offense: two years from the date of conviction.
Second offense: indefinitely from the date of the second conviction.
A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate,
clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the
ways in which the student may regain that eligibility.
Regaining Eligibility after a Drug Conviction
A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the
school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the
program. A drug rehabilitation program is considered approved for these purposes if it includes at least two
unannounced drug tests and meets one of the following criteria:
The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government
program.
The program is administered or recognized by a federal, state, or local government agency or court.
The program received or is qualified to receive payment directly or indirectly from a federally or state licensed
insurance company.
The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor.
Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or
regulations.
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Student Resources/Academic and Support Services
Library and Information Technology Services
The James G. Lindell Family Library opened in 1997. The four-level, 73,000-square-foot facility houses the library and
information technology functions of the College as well as the Gage Center for Student Success. In addition to its large
collection of print volumes, e-books, and e-journals, Lindell Library includes special collections and archives, a curriculum
library, a computer lab and student computing help desk, a library instruction classroom, and facilities for media viewing
and listening. Skyways link the library to Oren Gateway Center and Sverdrup Hall.
Learning Commons
Within Lindell Library, a Learning Commons provides assistance in research and the use of technology as well as spaces
for collaborative learning.
Library Resources
Students can search a wide variety of local, regional, national, and international databases. They have access to 120
databases, 27,000 e-journals, 52,445 e-books, and 177,000 print volumes within Lindell Library and, through a daily
courier service, access to the library holdings of six other private liberal arts colleges in the Twin Cities. In addition,
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 relevant and timely
access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for
more on Information Technology at Augsburg.
Computing
Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available
in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The College has five
computer classrooms, 41 technology-enhanced classrooms and one video conferencing-enabled classroom. The
circulation desk in 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 to the internet. Network-ready student
machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the
AugNet online services are available securely on- and off-campus.
Center for Learning and Accessible Student Services (CLASS)
The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic
support for students with documented learning, attention, psychiatric, and other cognitive disabilities, and for students
with physical disabilities such as TBI, chronic illness, mobility impairments, and vision, hearing, or speech impairments,
and temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain 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 develop a plan for ensuring they have equal access to
Augsburg courses, programs, activities, and facilities. 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, student technology assistance, academic advising, counseling,
financial aid)
Training and use of assistive technology through the Groves Accommodations Laboratory
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Coaching on academic, organizational, and time management skills
Campus living accommodations
The Disability Specialists may also consult with instructors, academic advisors, and other members of the college faculty,
staff, or administration to support each student as they work toward success. Taking advantage of these
accommodations and services, however, remains the student’s responsibility.
Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting
with a Specialist to discuss their needs, as well as appropriate documentation of their disability. 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.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and
may not fundamentally alter the basic nature or essential components of an institution’s courses or programs.
CLASS services are made possible in part through endowment support provided by the Gage family and the Groves
Foundation. For further information, call 612-330-1053.
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Academic Programs and Policies
Academic Calendars
All of our graduate programs meet on a semester calendar. Academic Calendars can be found at
www.augsburg.edu/registrar. All academic calendars are subject to change without notice.
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).
Evaluation and Grading
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. Grading option cannot be changed from traditional (0.0 - 4.0) to Pass/No Credit.
Explanation of grades for Graduate Studies:
Grade
4.0
3.5
3.0
2.5
2.0–0.0
FN
P
N
V
W
I
X
Explanation
Achieves highest standards of excellence
Achieves above acceptable standards
Meets acceptable standards
Meets minimum standards
Unacceptable performance
Unacceptable performance, student stopped attending
Represents work at 3.0 or higher (not counted in grade point average)
No credit (not counted in grade point average)
Audit
Withdrawn
Incomplete
In progress, extended beyond term of registration
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available
basis. Graduate students will be charged an audit fee of $1,000. The written permission of the instructor is required to
register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of
the term to determine expectations, attendance, and any other requirements. If expectations have been met, the
course will be listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a
grade of W. Audited courses do not count towards graduation.
Withdrawal Grade
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade
and before the last day to withdraw.
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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 Registrar’s Office 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.
Extension (X) Grades
Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case,
they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A
grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given
X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being
maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not
longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not
demonstrated. If the course is not completed, a grade of 0.0 will be assigned.
Repeated Courses
A course in which a grade of FN, 0.0, 0.5, 1.0, 1.5, 2.0, 2.5 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, i.e., courses with 0.0 to 4.0 grade assigned.
Attendance
Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation
may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students
to our professional development. Each instructor has the authority to specify attendance and participation requirements
to address the needs of particular courses, individual students, or various learning styles.
Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the
professor in advance of any expected absence. In the case of emergency, when prior notification is not possible,
students must notify the professor of an absence as soon as possible.
Non-Attendance/Non-Participation
Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped
for non-attendance/non-participation after the 10th business day of the term if reported by the instructor. Students are
ultimately responsible for dropping classes if they no longer plan to attend/participate. Students who have been
dropped and wish to re-enroll must submit and Academic/Financial Petition.
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Graduate Continuation Policy
Students registering for the final project course must complete the Final Project Registration/Graduate Continuation
Contract by the last day to add with faculty signature for a Full Semester class as noted on the Academic Calendar. Upon
receipt of the contract, the Registrar’s Office will enroll the student in the Continuation Program for 13 semesters. Entry
into the Continuation Program maintains students’ active status in the graduate program, including library and AugNet
Services.
Students can request an extension of up to 3 semesters beyond the initial 13 semesters to the program director by
completing the Graduate Continuation Extension Contract. Approval of the extension is at the discretion of the program
director. If a grade is not received and an extension has not been granted by the grading deadline of the 13th semester,
the grade will change from X to N. Students who wish to complete the final project after receiving a failing grade must
meet with the program director to evaluate readmission to the College and program. Students who are readmitted may
need to complete additional coursework and will need to pay tuition and fees for any additional courses. If/when the
final project course is completed, the new grade would replace the previous N grade.
Students may withdraw from the College, and thus from the Continuation Program and the final project course, at any
point during the continuation period and receive a W notation on the transcript for the final project course. Following a
withdrawal, students are welcome to meet with the program director to evaluate readmission to the College and
program. Students who are readmitted may need to complete additional coursework and will need to pay full tuition
and fees for any additional courses. If/when the final project course is completed, the new grade would replace the
previous W grade.
Credit and Contact Hours
Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period
of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student
work completed over a different time frame or via a different delivery method.
All Augsburg programs follow the semester calendar with semester lengths from 14-16 weeks. Augsburg offers a
summer semester which follows the same format as both fall and spring semester. Students must take at least 3 credits
to be considered half-time, and 6 or more credits to be considered full-time. Students may take up to 22 credits.
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.
Probation and Dismissal
Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the
student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be
restored in order for a student to be removed from probation. Graduate students in the Physician Assistant must consult
the PA Program Progression Standards Policy.
A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more
terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out
with the program director.
Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the
College.
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Dismissal Appeals Process
A student may appeal a program’s dismissal decision using the College’s program dismissal appeals process. Appeals are
limited to procedural errors that the student can demonstrate negatively affected the outcome.
The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Assistant Vice
President of Academic Affairs and Dean of Graduate Studies (AVP-Graduate Studies); email is not acceptable. The
statement must identify each procedural error and state how each error negatively affected the outcome. The
statement of appeal will be the only basis of the student’s appeal. The AVP-Graduate Studies must receive the student’s
statement of appeal within 14 calendar days of the date on the department’s written notification of dismissal.
The AVP-Graduate Studies will send a copy of the statement of appeal to the program chair/director. The program must
submit a response to the student’s statement of appeal within 15 business days of the date that the statement was
received by the AVP-Graduate Studies’ office. A hard copy of the program’s response should be submitted to the AVPGraduate Studies. The AVP-Graduate Studies will send a copy of the program’s response to the student.
The AVP-Graduate Studies will convene the Program Dismissal Appeals Committee, which will include the AVP-Graduate
Studies as a non-voting chair and three program faculty members (one from programs not named in the appeal:
Business, Creative Writing, Education, Leadership, Nursing, Physician Assistant Studies, Social Work). The Program
Dismissal Appeals Committee will schedule its hearing within 15 business days of receipt of the program’s statement of
response. The Committee will meet with the student and a program representative to review the procedures and ask
questions of both the student and the program representative. The student and program representative may each bring
a third party to the review meeting (limited to an Augsburg College faculty member, staff member, or student). The role
of the third party representative is to provide support to the student or the program representative, not to serve as an
advocate during the meeting.
Dropping or Withdrawing
Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. To
see the drop and withdrawal deadlines, see the Academic Calendar at www.augsburg.edu/registrar.
Independent Study
Students may request to complete an independent study course as an addition to the required coursework. A faculty
sponsor is required for an independent study project, and project proposals must be approved by the program director
in order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered
in the curriculum, with the exception of the general elective (if approved). A special independent study registration form
is required and is available on the Registrar’s Office website.
Term Off
Students may take a term off for up to two semesters and have continued access to Augsburg e-mail and AugNet
Services. If a student is not registered after 10th day of the third semester, the student’s file will be deactivated and the
student will need to submit an Application for Readmission to re-enroll.
For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of
program schedules and cohorts for some degrees, it is required that students meet with their advisor and obtain the
advice of their director.
Evaluation of Transfer Credit
Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit
will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding
previous coursework, including but not limited to an official transcript, course description, and syllabus. In order to be
considered for transfer, a course must be from a regionally-accredited college or university institution 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.
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The maximum number of semester credits that can be transferred is:
Master of Arts in Education (6)
Master of Arts in Leadership (6)
Master of Arts in Nursing (9)
Master of Business Administration (18)
Master of Fine Arts in Creative Writing (12)
Master of Music Therapy (Contact program director)
Master of Science, Physician Assistant Studies (Contact program coordinator)
Master of Social Work (22)
Doctor of Nursing Practice (Contact program director)
Augsburg credits are calculated in semester hours. If you completed courses at other institutions that are quarter hours,
they will be converted to semester hours. One quarter hour equates to two-thirds of a semester hour.
Courses and credits that are accepted in transfer are recorded on the student’s transcript. Grades and grade points from
other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average.
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Master of Arts in Education
Augsburg has a long history in teacher education with alumni of our programs teaching throughout Minnesota and
elsewhere. The Master of Arts in Education (MAE) program combines our excellent undergraduate licensure coursework
with a master’s level coursework focused on teacher leadership, preparing teachers to serve K-12 students effectively
and to nurture healthy change within schools and school systems.
Our Philosophy
The Education Department program themes include relationships, reflection and inquiry, diversity and equity, and
leadership. One of these themes - leadership - is lived out within the MAE program. As this program theme suggests, we
expect our students to leave our programs as responsive, knowledgeable teachers prepared to exercise leadership in the
classroom and, eventually, the school and community.
Our urban setting provides yet another dimension to our programs through a combination of course content, field
experiences, and classroom instructors. Our goal is that students will leave our programs as collaborative and capable
teachers committed to educating all learners in a diverse and changing world.
Our Faculty
Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct instructors, all of whom
have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12 settings; all full-time faculty
members are frequent visitors to K-12 settings through student teaching and field experience supervision, volunteer
work, and/or in-service education. We understand the importance of what we do and what you hope to do. We value
good teaching and, most especially, we value good teachers.
Our Accessibility
We realize that although teaching is your dream, your reality most likely includes work, family, and personal
responsibilities. Because we understand the demands adult students face, we offer flexible scheduling. A majority of
licensure and graduate-level courses are taught in the evenings to allow you to manage these responsibilities while
pursuing your goals. You will need to be available during the weekday for the challenge and responsibility of field
experiences, but education coursework is accessible through the evening schedules*.
As a student in Augsburg’s Master of Arts in Education licensure and degree program, you will find yourself among
interesting students and dedicated professors who believe that all children deserve a good, highly-qualified teacher—
the teacher you can become.
*By the end of Spring 2015 our licensure programs will have been fully transitioned from a weekend to an evening
schedule. New students will be in the evening program. For the time being, end of program MAE degree completion
options will remain on the weekend schedule.
Education Department Mission
The mission of the Augsburg Education Department is to develop responsive, knowledgeable teachers committed to
educating all learners in a diverse and changing world.
Program Themes
Responsive, knowledgeable teachers understand the dynamic interaction among relationships, reflection and inquiry,
diversity and equity, and leadership. These four interrelated program themes provide lenses through which we filter our
practice.
Relationships
Learning is relational and communal. Responsive teachers create significant relationships with their students,
colleagues, and community partners by developing learning communities. These nurturing learning communities provide
safe, trustworthy places where challenging and engaging questions can be considered. We model the kinds of learning
communities that we expect our graduates to create. We share with our students a learning model that connects
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content, theory, and practice in an ongoing cycle. Students and their learning are the focus for responsive teachers.
Therefore we embrace and foster a progressive and constructivist orientation.
Reflection and Inquiry
Responsive teachers are reflective practitioners who are students of teaching and learning. Providing numerous
frameworks through which to filter our experience encourages intentional and thoughtful inquiry. Through field
placements, service learning, generative questions, and classroom experiences, students and faculty develop their
perspectives about teaching and learning. Critical reflection allows us to examine content, theory, and practice in ways
that transform our practice. We think it is important to understand and learn how to manage the many polarities
inherent in the teaching and learning process.
Diversity and Equity
Responsive teachers embrace diversity and intentionally work to ensure that all learners, especially those who for some
reason have been marginalized, learn and develop in powerful ways. We continually reflect on what it means to be a
“school in the city.” We recognize that each student is unique, shaped by culture and experience; therefore,
differentiating instruction is essential. The perspective of multiple intelligences, learning style theory and teaching for
understanding help us differentiate and enable us to provide choice, variety, and flexibility. Responsive teachers believe
that all students can learn. They also have a sense of efficacy and believe that they can help all students learn.
Leadership
Responsive teachers recognize that becoming a learning leader is a developmental process, which begins in pre-service
education and continues throughout one’s career. Teachers serve as leaders within the classroom, and with experience,
increased confidence, and professional development become leaders within the school, the district, and the community.
Teacher leaders view themselves as lifelong learners. They become role models committed to their profession as a
vocation rather than a job. Emerging teacher leaders keep student learning at the center of their work while advocating
for instructional innovation, constructivist curricular development, and systemic change.
Master of Arts in Education Conceptual Framework
Teacher leadership is the theme that threads through our graduate licensure and degree completion program. The
Augsburg Education Department believes that teachers are leaders in their classrooms and should be leaders in their
institutions and communities.
The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the
combined undergraduate/graduate courses focuses on providing graduate students the chance to exercise leadership as
well as extend their knowledge beyond the basic requirements. Second, in the degree completion component, students
are required to include coursework focused on leadership and study aspects of leadership as part of their degree
program. Third, the final project—be it an action research, a leadership application project, or performance assessment
—gives students the opportunity to study an issue of concern and, supported by research, define a means for addressing
it.
Three Teacher Leadership Aspirations inform our program. They are as follows:
Aspiration 1: Teacher leaders value learning for personal and professional growth. Teacher leaders share knowledge
effectively with colleagues. We believe that teacher leaders are comfortable with their knowledge and expertise,
neither flaunting it nor hiding it, but sharing it with others generously. They work to build bridges with a full range of
colleagues, but they don’t let recalcitrant colleagues stop their own development. They see learning as a continuous
endeavor and seek it throughout their careers.
Aspiration 2: Teachers leaders think big—beyond the classroom to the broader context of education and community.
We believe that teacher leaders see systems and the “big picture” and are able to put their classrooms, schools, and
communities into a broader context. They understand the link between policies, politics, and education and participate
in change efforts at the macro and micro levels. They seek to work with administrators to establish school and district
policy that improves life for everyone. If this involves political action, they are prepared to engage in it. Teacher leaders
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also understand that teaching and learning are dynamic and that change within school systems is an ever-present
phenomenon. They are informed decision-makers predisposed to take on the challenge of change when they think it
benefits students, teachers, and/or community.
Aspiration 3: Teacher leaders possess courage and an orientation to action. We believe that teacher leaders help
others not be afraid. They are able to help people to take warranted risks and step outside their comfort zones. They
have the courage to bring people together to see the bigger picture and then help people get there. Teacher leaders
accept both power and accountability. They understand that responsibility without power diminishes potential for
effectiveness. They believe that accountability is a fair trade for the power to take effective action. They operate from a
foundation of self-efficacy.
Program Overview
The Master of Arts in Education (MAE) is designed to provide a teaching license as part of a master’s degree program. K12 initial teaching licenses offered at Augsburg include:
Elementary education (K-6), with or without a middle school content area endorsement in math, communication
arts, social studies, or science. Subject matter courses for these endorsements may need to be taken in the weekday
schedule or at a community college when unavailable through evening course work.
Secondary education (5-12 and K-12) in social studies, communication arts/literature, visual arts, health,
mathematics, music, and physical education, 9-12 in biology, chemistry, and physics, and 5-8 general science .
Subject matter courses for these licenses may need to be taken in the weekday schedule or at a community college
when unavailable through evening course work. Augsburg requires that at least two content area courses are taken
at Augsburg.
Teachers who are already licensed can work towards the MAE degree through the following four licensure endorsement
options:
K-12 English as a Second Language
K-12 Special Education: Academic Behavior Strategist
All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for
licensure. These include tests in basic skills, pedagogy and content area knowledge.
Accreditations and Approvals
Augsburg College Teacher Education programs are accredited and approved by:
National Council for the Accreditation of Teacher Education (NCATE)
Minnesota Board of Teaching. (MN BOT)
Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and
Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the
Accreditation, Approvals, and Memberships section of this catalog.
Program Structure
The Master of Arts in Education (MAE) program is made up of a core of education licensure courses at the graduate level
coupled with a degree completion option. Courses in the degree completion phase are drawn from the Master of Arts in
Leadership (MAL) and graduate courses in education. Most students in the MAE program pursue a teaching license as
part of their program plan.
The MAE degree is also open to students who do not want a teaching license but do want a background in education
and leadership. See the MAE program director for details.
The MAE degree requires ten or eleven Augsburg graduate level courses, depending on the degree completion option. In
addition, several courses at the undergraduate level are required for licensure. Only courses taken at the graduate level
apply towards the MAE degree.
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Credit
MAE graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional hours with
the expectation of about 75 hours of independent study outside of class.
Schedule
The majority of the education courses in the MAE licensure and degree programs are offered through the AU evening
schedule. Courses in this schedule meet face to face every other week with online instruction during the alternate
weeks. A few education courses and many undergraduate content area courses are offered in a face to face, classroom
based format, meeting weekly in the evenings. The MAL and education degree completion courses are offered primarily
in a weekend schedule through a mix of face-to-face and online instruction. Summer session courses are offered
primarily weekday evenings. Summer courses are offered in a mix of formats from all online to all face-to-face.
The following teaching licenses are available almost entirely through the evening and summer schedule: elementary
education, 5-12 social studies, 5-12 communication arts, K-12 art, K-12 special education, and K-12 English as a second
language.
Additional licenses in the following areas are available through a combination of weekday, weekday evening, summer
schedules, and, occasional off-campus courses: biology, chemistry, health, mathematics, music, physical education, and
physics. For these licenses, the education and degree completion courses are taken weekday evenings and summer
while some, if not all, of the content area courses are taken during the weekday and/or off-campus.
The weekday evening schedule is comprised of two semesters spread from early September through late April. In
general, classes are held every other week, face to face with online instruction in the intervening week. The weekday
schedule is also comprised of two semesters spread from early September through late April. Classes offered during the
weekday meet one to three times per week. Classes offered jointly between weekday and weekend meet on a weekly
basis in the evening. The official academic calendars can be found at www.augsburg.edu/registrar.
Curriculum—Teaching Licenses
K-6 Elementary Education
This program is designed to prepare teachers for grades K-6. Optional endorsements in middle school specialty areas of
math, science, social studies, and communication arts can be pursued along with or separately from the K-6 license. The
teaching license and some endorsements are offered at both undergraduate and graduate levels through a mix of
undergraduate courses and combined graduate and undergraduate courses. Graduate-level licensure coursework (500
and above) is available to students who already hold a bachelor’s degree and have been admitted to the MAE program.
All of the following courses must be taken for K-6 elementary licensure. Up to seven courses may be taken at the
graduate (500) level and applied toward the MAE degree.
EDC 200/522 - Orientation to Education in an Urban Setting*
EDC 206/566 - Diversity/Minnesota American Indians
EDC 310/533 - Learning and Development in an Educational Setting*
EDC 410/544 - Learners with Special Needs*
EDC 490/580 - School and Society
EED 225/524 - Foundations of Literacy
EED 325/525 - K-6 Methods: Literacy*
EED 350/550 - K-6 Methods: Math
EED 360/560 - K-6 Methods: Science
To complete the license, the following undergraduate requirements must be completed:
HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
EED 326 - Elementary Reading K-6 Field Experience* (taken concurrently with EED 325/525)
EED 311 - K-6 Methods: Health
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EED 312 - K-6 Methods: Physical Education
EED 336 - Advanced Literacy Methods*
EED 341 - K-6 Methods: Art
EED 370 - K-6 Methods: Social Studies/Thematics
EED 380 - Kindergarten Methods*
EED 386 - K-6 Methods: Children’s Literature
EED 481, 483, 485 - Student Teaching: Elementary K-6
EED 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience hours are required in these courses. Students spend 20 or more hours per term in field experiences.
These experiences occur in K-6 classrooms during the weekday. If more than one course with field experience is taken in
a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each
require a total of 40 hours).
Undergraduate Liberal Arts Requirements
The number of supporting content area courses required for licensure depends upon the courses completed as part of
the bachelor’s degree and/or other coursework. Requirements are determined by Minnesota licensure standards for
specific college-level coursework in math, biology, physics, and earth science for all students seeking elementary
licensure. Specific requirements are on file in the Education Department.
Minnesota licensure standards allow for optional subject area endorsements in communication arts/literature, social
studies, math, and science. Subject matter courses for these endorsements will be available through a combination of
weekday, evening and off-campus courses. Specific requirements for these endorsements are on file in the Education
Department.
Previous coursework can be accepted into the licensure program if it meets Minnesota standards and if a grade of C or
better was achieved. The Education Department and the content area departments determine the courses that are
accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Courses that are
older than five years are judged on a case-by-case basis. Graduate coursework accepted into the licensure program is
not automatically accepted into the MAE degree. The program has limits on the amount and type of courses that are
accepted. Grades of B or better are required for transfer consideration. See the MAE program director for approval of
graduate coursework accepted in transfer.
Preprimary Endorsement for Elementary Licensure (Suspended for 2015-16)
This endorsement can be added to a K-6 elementary license. Required courses include the following:
PSY 250 - Child Development (PSY 105 is a prerequisite for this course)
SOC 231 - Family Systems: Cross Cultural Perspectives
or SPE 490/540 - Parent and Professional Planning (Graduate students take SPE 540.)
ECE 345/545 - Foundations of Preprimary Education
ECE 346/546 - Learning Environments for Preprimary-Aged Children
ECE 347/547 - Immersion and Teaching Competence
ECE 488, 489 - Student Teaching: Preprimary
K-12 and 5-12 Secondary Education
K-12 and 5-12 licenses in several content areas are offered through a combination of graduate and undergraduate
coursework. K-12 licenses prepare teachers to teach a content area across elementary, middle school, and high school.
Licenses for grades 5- 12 prepare teachers to teach at the middle and high school levels. Graduate-level licensure
coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions
criteria.
Subject matter courses in the following majors are offered on weekday evenings and summer: English, communications
(for communication arts), art and selected social science courses. Students seeking 5–12 licensure in social studies must
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complete a broad-based core of courses in the social studies in addition to a social science major. Education courses for
these licenses are also taken during weekday evenings and summer.
The following content area majors are offered primarily or entirely through the weekday program: biology, chemistry,
physics, health, physical education, music, and mathematics. Students seeking licensure in any of these areas typically
will need to take additional content courses in the weekday schedule and off-campus. Students can obtain a 9-12 license
in physics, chemistry, or biology and have the option of adding the 5–8 general science to the 9-12 license. Students also
can obtain the 5–8 general science license without the 9–12 license. Education courses for these licenses are taken
during weekday evenings.
Licensure Requirements
The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for
licensure; four to seven of them also may be taken at the graduate level and applied toward the master’s degree in
education.
EDC 200/522 - Orientation to Education in an Urban Setting*
EDC 206/566 - Diversity/Minnesota American Indians
EDC 310/533 - Learning and Development in an Educational Setting*
EDC 410/544 - Learners with Special Needs*
EDC 490/580 - School and Society
ESE 325/525 - Creating Learning Environments
ESE 300/500 - Reading and Writing in Content Area*
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
ESE 3XX - K-12 or 5-12 Methods (in the content area)*
ESE 481, 483, 485 - Student Teaching: Secondary
ESE 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related
settings is required prior to student teaching. Students spend approximately 20 hours per term in field experiences.
Undergraduate Content Area Requirements
The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have
majored in a field in which we offer licensure must have their previous coursework evaluated by the major department
at Augsburg. Two or more content area courses tied to Minnesota licensure standards are generally required, even with
a completed academic major.
Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure
standards and if a grade of C or better was achieved. Coursework older than five years is judged on a case-by-case basis.
Specific course requirements for each content area are on file in the Education Department.
Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program.
See the MAE program director for approval to use graduate level transfer courses in the degree program.
Special Education
Augsburg College offers licensure in K–12 Special Education: Academic Behavioral Strategist (ABS). This program
qualifies students to teach in special education programs and positions working with students with mild to moderate
disabilities in the areas of emotional/behavioral disabilities, learning disabilities, autism spectrum disabilities,
developmental and cognitive disabilities and other health disabilities. This program is built on an inclusive education
model. Under this model, students learn how to work closely with both special and general educators to facilitate
inclusion of special education students into the regular education classroom. Five years after being licensed, teachers
must extend their license in one of the above categories through additional coursework.
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Also available is the Naadamaadiwin Tribal Special Education Cohort (temporarily suspended for 2015)—this graduate
licensure program in Special Education: EBD/LD is designed and taught from an American Indian perspective. It is offered
in collaboration with the University of Minnesota-Duluth as a hybrid (partly face-to-face and partly online) cohort
program. The licensure courses can be applied towards the MAE degree. See the Education Department and for more
information. The ABS licensure program is offered through weeknight and summer schedules. The Naadamaadiwin
Tribal Special Education Cohort program is offered primarily online with weekend sessions at the beginning and end of
each semester.
Licensure Requirements
Licensure requirements are offered at both the undergraduate and graduate level. Classes will include both
undergraduate and graduate students, with graduate students having additional course responsibilities. Graduate
courses are taken at the 500 level. All courses must be taken for licensure, and up to seven courses may also be applied
toward the master’s degree in education. The following courses for the ABS license are offered at both the
undergraduate and graduate levels:
EDC 200/522 - Orientation to Education in an Urban Setting*
EDC 206/566 - Diversity/Minnesota American Indians
EDC 310/533 - Learning and Development in an Educational Setting*
EDC 410/544 - Learners with Special Needs*
EED 225/524 - Foundations of Literacy
EED 325/525 - K-6 Methods: Literacy*
EED 350/550 - K–6 Methods: Math*
EED 360/560 - K–6 Methods: Science*
SPE 410/510 - Implementing Assessment Strategies*
SPE 411/511 - Etiology and Theory of Mild to Moderate Disabilities
SPE 415/515 - Theory to Practice*
SPE 425/525 - Transition and Community*
SPE 430/530 - Instructional and Behavioral Practices*
SPE 490/540 - Parent and Professional Planning
To complete the ABS license students will also need to complete certain requirements at the undergraduate level:
HPE 115 - Chemical Dependency Education
MAT 137 - Mathematics for Elementary Teachers I
EDC 220 - Education Technology
EDC 330 and 332 - Building the Public Good: Public Achievement and Organizing
EDC 331 and 333 - Practicum in Public Achievement
EED 326 - Elementary Reading K-6 Field Experience* (taken concurrently with EED 325/525)
SPE 481,483 - Student Teaching: Elementary Special Education
SPE 485, 487 - Student Teaching: Secondary Special Education
SPE 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience required as part of this course.
This program is based on an innovative internship model that allows students employed in special education classrooms
to fulfill a portion of their special education field experience requirements while they work. Students not employed in
these settings are expected to complete a significant number of volunteer hours in special education settings. All must
complete field placements or student teaching in classrooms serving these populations. Hours must be completed
across elementary, middle school, and high school and include experiences with the five areas of disability that are part
of this license. Specific information on field experience requirements is available from the Education Department.
Licensure Requirements—EBD/LD–Naadamaadiwin Special Education Tribal Cohort
This program is available only at the graduate level. Courses are taught in a hybrid fashion, partially face-to-face and
partially online. Courses are available only to those admitted to the special education tribal cohort program.
(Temporarily suspended, 2015)
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SPE 501 - Historical and Contemporary Issues in American Indian Education
SPE 503 - Assessment of American Indian Learners
SPE 504 - Working with American Indian Families and Communities
SPE 505 - The Manifestation of Multigenerational Trauma and Internalized Oppression
SPE 506 - Indigenous Learners
SPE 507 - Indigenous Methods of Instruction: Practical Application
SPE 508 - Professional Issues and Development
SPE 509 - Literacy Instruction for American Indian Learners with Exceptionalities
SPE 481, 483 - Student Teaching: Elementary Special Education
SPE 485, 487 – Student Teaching: Secondary Special Education
K-12 English as a Second Language (ESL) License
The K-12 English as a Second Language license is available as an initial license as well as an endorsement to an existing
license. This license qualifies teachers to work with K-12 students for whom English is a second language across a range
of subject areas. The K-12 ESL licensure program is comprised of both undergraduate and graduate courses; up to seven
of the graduate courses can apply to the completion of the MAE degree. Graduate-level licensure coursework (500 and
above) is available to students who already hold a bachelor’s degree and have been admitted to the MAE program. A
pre-requisite to program admissions is two years of high school level or one year of college level language instruction.
The K-12 ESL program is offered in a hybrid format which means that courses are a mix of face to face and online
instruction. Classes are offered during the academic year in the evening semester framework and during summer
session to make them accessible to working adults. This license is also offered as an undergraduate major to Augsburg
Undergraduate (AU) students seeking a baccalaureate degree.
The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for
licensure, and up to seven also may be taken at the graduate level and applied toward the master’s degree in education.
EDC 200/522 - Orientation to Education in an Urban Setting*
EDC 206/566 - Diversity/MN American Indians
EDC 310/533 - Learning and Development in an Educational Setting*
EDC 410/544 - Learners with Special Needs*
EED 325/525 - K-6 Methods: Literacy*
ESE 325/525 - Creating Learning Environments*
ESL 330/510 - History and Structure of the English Language
ESL 340/520 - ESL Literacy*
ESL 490/530 - Language, Culture, and Schools
ESL 420/540 - ESL Methods*
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
EED 326 - Elementary Reading K-6 Field Experience (taken concurrently with EED 325/525)
ESL 310 - Second Language Acquisition
ESL 320 - Introduction to Linguistics
ESL 410 - ESL Testing and Evaluation
ESL 481, 483 - Student Teaching: Elementary
ESL 485, 487 - Student Teaching: Secondary
ESL 489 - Teacher Performance Assessment and Student Teaching Seminar
*This course has a 20 hour field experience attached to it.
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Student Teaching
Students are required to complete student teaching for initial and additional licenses (unless otherwise indicated). In the
MAE program, student teaching is generally completed before finishing the degree. Students can apply for licensure at
this point and finish the degree later. Student teaching for elementary, secondary, and K-12 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 eight to twelve semester credits of student teaching and a two
semester credit edTPA and student teaching seminar. They meet at Augsburg College for student teaching seminars
several times during the term. Most student teaching placements are in the Minneapolis/St. Paul metropolitan area and
Rochester. However, students do have the opportunity to student teach abroad, where students complete a 10-week
student teaching experience in the metro area and then complete another student teaching experience abroad.
Opportunities to teach abroad are available around the world, and it is a wonderful way to build a global perspective in
education. Additional information is available through the Education Department.
Curriculum—Graduate Degree Completion Options
Students take graduate coursework as part of the licensure program. This coursework forms the Master of Arts in
Education licensure core, with between four to seven Augsburg graduate-level licensure courses fulfilling master’s
requirements. Students bringing fewer than seven graduate-level licensure courses or 21 semester credits into the
degree program must complete additional Master of Arts in Leadership (ML) or education graduate courses to reach the
required 30-33 semester credits for the MAE degree.
To finish out the master’s degree, students will need to complete one of the following options.
Action Research Degree Completion Option (Minimum 30 credits)
This degree completion option requires a minimum of three classes totaling at least nine semester credits: a Master of
Arts in Leadership (ML) elective, EDC 592 Action Research 1, and EDC 593 Action Research 2. The action research courses
guide the student through completion of a long-term action research project, typically conducted in the student’s
classroom and focused on a question or concern identified by the student. The research is presented at an action
research symposium and a formal written report of the research is placed in Lindell Library. The coursework for action
research is designed to be completed in two semesters; the project itself is done once the research is presented at an
action research symposium and the paper is accepted for placement in Lindell Library. Additional terms beyond those in
which the courses are completed are available through continuing registration for up to 12 semesters at no further
charge.
Leadership Application Project (LAP) Degree Completion Option (Minimum 30 credits)
This degree completion option requires a minimum of three classes totaling at least nine semester credits: an ML
elective, EDC 514 – Research Methods - Education focus or ML 514 - Evaluating Empirical Research and EDC 585 Leadership Application Project. Students electing this degree completion option do so because they are interested in
developing an educational product that meets an identified need.
The goal for those developing an educational product is to identify an issue or problem related to their practice, and
after researching available literature, develop a solution to the problem or issue. The solution might be developed in
the form of a curriculum, a workshop, a set of informational materials, a website, an article for publication or other
appropriate educational product.
This option is completed with a final oral presentation and placement of the final paper in the Lindell Library.
Additional terms beyond those in which the courses are completed are available through continuing registration for
up to 12 semesters at no further charge.
Performance Assessment/Teacher Leadership Degree Completion Option (Minimum 33 credits)
This degree completion option focuses on the theme of the MAE degree program - teacher leadership - and requires a
minimum of the following four classes:
One ML leadership-focused course
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EDC 570 - Teacher Leadership
EDC 514 - Research Methods (ML 514 can be substituted if necessary)
EDC 594 - Performance Assessment Project
Students electing this degree completion option do so because they are especially interested in considering leadership
within the context of education and themselves as potential change agents. EDC 594 must be taken as the last course in
this sequence. Students finish their degree through this option with the successful completion of these four classes.
Alternate Settings—MAE in Rochester
In step with Augsburg College’s excellent reputation in the field of education, the Master of Arts in Education program is
also offered in Rochester, MN. Licenses are available in elementary education and special education: ABS. Classes
primarily meet weekday evenings and summer at Bethel Lutheran Church in Rochester.
Elementary education
The K-6 elementary education license allows students to teach in grade K-6. Augsburg College offers this license at the
graduate level to students who already hold a bachelor’s degree and meet admissions requirements. Courses for this
license are available in Rochester.
Special education
The K-12 Academic Behavior Specialist (ABS) program is designed for students currently working with or planning to
work with students with mild to moderate special needs. The program leads to Minnesota teaching licensure in special
education and the ability to work with students whose special needs are categorized as EBD, LD, DCD, ASD, and/or OHI.
All courses for these licenses are available in Rochester.
The Performance Assessment degree completion option is offered in Rochester as needed, typically every other year.
MAL Elective Courses
At least one elective must be taken from the Master of Arts in Leadership courses. The following are recommended, but
others may also be used. Course descriptions can be found in the MAL portion of the graduate catalog.
ML 510 - Visions of Leadership: A Historical and Literary Journey
ML 511 - Creativity and the Problem-Solving Process
ML 520 – Self-Identity and Values: Keys to Authentic Leadership
ML 530 - Ethics in Communication
ML 531 - The Dynamics of Change
ML 545 - Decision Making and Leadership
ML 550 - Communication, Decision Making, and Technology
ML 560 - Cultural Competence and Effective Leadership
ML 565 - Women and Leadership
ML 599 - Topics
For a complete list of courses and descriptions, see the Course Description Search.
Admission to MAE
Admission Requirements
Students admitted into the MAE licensure and degree programs must have:
Bachelor’s degree from a regionally-accredited four-year institution
Cumulative grade point average of 3.0 or higher (required for full admission for the graduate licensure option and
degree program). Students with a cumulative grade point average of 2.5-2.99 may be admitted conditionally into the
graduate licensure program. To be admitted to the MAE degree completion program, all students must have a 3.0 or
better Augsburg GPA.
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Application Checklist
The following items must be sent to the Augsburg Office of Admissions:
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, vocational/technical schools, and PSEO institutions) sent directly to the Admissions Office.
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students.
Transfer Policy
Acceptance of previous education coursework completed at institutions other than Augsburg College is limited. Most
courses that have not been completed in the last seven years are considered to be too old to transfer and need to be
completed as part of one’s program at Augsburg. EDC 310/533 - Learning and Development, EDC 220 - Education
Technology, and ESE 3XX - K-12/5-12 Special Methods in Content Area are courses which may have a shorter acceptance
time frame. Additional information on the transfer policy is available through the Education Department.
Credit Evaluation: An official transfer credit evaluation of previous academic work will be completed as part of the
admissions process. Education coursework is evaluated by the Education Department. For secondary licenses, content
area coursework is evaluated by the content area department. This process is initiated as part of the admissions process.
Generally, the requirement for secondary licensure is that two or more classes in the content area must be taken at
Augsburg, even with an undergraduate major in the field. In all cases, previous undergraduate courses must have
received a grade of C or better to be eligible for transfer. Previous graduate coursework must have received a grade of B
or better to be considered.
Acceptance into the MAE Program
Application files are reviewed by the MAE director. Applicants are notified of the admission decision by the Office of
Admissions, usually within one to two weeks after the application file is complete. Applicants whose cumulative
undergraduate GPA is below 2.5 will not be admitted into the MAE program; however, these applicants can be
reconsidered when additional undergraduate coursework raises the cumulative undergraduate GPA to 2.5 or above. An
exception to this occurs when the applicant has completed an advanced degree with a cumulative GPA of 3.0 or better.
Under these circumstances, the applicant can be considered for full admission into the MAE degree and licensure
programs.
Advising and Registration
Admitted students are able to participate in academic advising and the registration process. Typically, first-term
registration occurs with intake advising. After the first term, students generally are able to register online through
Records and Registration. All students are assigned an Education Department advisor early in the first semester of
courses.
Academic Policies
Application to the Education Department
Once accepted to the College and the MAE program, students may take designated courses in education and content
areas. Prior to beginning the methods courses within a program, 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.
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Academic Achievement
All MAE students are expected to achieve and maintain 3.0 or better GPA in their Augsburg course work. Students
whose cumulative GPA falls between 2.5 and 2.99 at the end of their licensure program are able to complete the license
but are not eligible for the degree. Students with cumulative GPA’s below 2.5 may not student teach and are subject to
academic probation and possible dismissal.
In all cases, a cumulative GPA on the Augsburg graduate transcript must be at 3.0 or better to be admitted to the degree
completion component of the MAE degree. Students who are ready to begin the degree completion component must
file an Intent to Complete form (available through the MAE coordinator) at which point a transcript review is completed
to confirm the 3.0 or better GPA and to determine the completed courses that apply to the degree and the courses that
remain.
Minimum Grade Policy
Students who fail to maintain a cumulative 2.5 GPA in a given term are notified that they must raise their GPA to the
required level. Students who receive below a 2.0 in any undergraduate course or 2.5 in any graduate course required for
licensure are expected to repeat the course as soon as possible and raise the grade to the appropriate level.
Dismissal from Licensure and Degree Program
Students may be dismissed from the licensure program prior to and during student teaching for failure to maintain
appropriate academic and teaching-based performance standards, for gross violation of College policy, and/or for
conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures
described in the Education Department Handbook available through the Education Department. Students have the right
to appeal dismissal from the licensure program on the grounds of procedural error, using the College’s program
dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg Student
Guide. Students who fail to complete the license may have the option to finish the degree.
Fieldwork Requirements
Fieldwork experiences are tied to several licensure courses. In most cases, these experiences are conducted within a
service-learning framework, providing service to the school and classroom while also providing students’ opportunities
for focused reflection linked back to course objectives. In general, students should plan for a minimum of 20 hours field
experience per term. When multiple courses with field experience are taken in the same term, the requirements expand
accordingly. Students in field experiences are evaluated by their host K-12 teachers on the basis of criteria drawn from
the Minnesota Standards of Effective Practice. Evaluations are kept in the students’ Education Department files and
used in decisions regarding progress through the program and student teaching. A full description of field experience
requirements is available in the Education Department Handbook.
Readmission and Withdrawal
Students in good standing who fail to register for courses for two terms (not including summer) are withdrawn from the
MAE program. To be readmitted to the College and the MAE program, students file a Readmission form through the
Registrar’s Office.
Program Costs
In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the
department, as well as liability insurance at the student rate during student teaching and the cost of a background check
for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs
above and beyond the charge for tuition.
Full-time Faculty
Elizabeth M. Ankeny, Associate Professor of Education. BA, Augustana College; MAT, Morningside College; PhD,
Colorado State University.
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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.
Margaret J. Finders, Associate Professor of Education. BA, University of Iowa; MA, University of Iowa; PhD, University of
Iowa.
Jeanine Gregoire, Associate Professor of Education. BS, MA, PhD, University of Minnesota.
Audrey Lensmeier, Assistant Professor of Education. BA Indiana University; MAT National Louis University; PhD
University of Minnesota.
Gregory Krueger, Instructor of Education. BA, Southwest Minnesota State University; MA, Hamline University.
Rachel M. Lloyd, Assistant Professor of Education. BS, Carleton College; MA, University of Minnesota; 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.
Christopher Smith, Assistant Professor of Education. BS Purdue University; MS Purdue University; PhD University of
Minnesota.
Diane C.Vodicka, Assistant Professor of Education. BEd, North Park College; MEd, Georgia Southwestern College.
Barbara West, Instructor of Education, Faculty Coordinator of Teacher Placement/Licensing. BS, St. Cloud State
University; MS, Syracuse University.
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Master of Arts in Leadership
MAL Mission
The purpose of the Master of Arts in Leadership (MAL) program is to develop leaders for organizations, the community,
and society. Organizations seek leaders who possess:
An ethically and morally responsible vision
An understanding of how change occurs and how it can be managed
A 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
The ability to inspire and motivate people to work toward a common goal
The Augsburg leadership development model provides a framework through which the program recruits its students and
develops their skills.
Program Overview
The study of leadership is central to Augsburg College. The College mission statement says, “Augsburg College educates
students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” The Master of Arts in
Leadership is quintessentially Augsburg. The integrated liberal arts perspective on leadership education is what we think
of as the “Augsburg difference.”
The Master of Arts in Leadership is the core program of Augsburg’s Center for Leadership Studies (CLS). Developed and
launched in 1987, it is Augsburg’s oldest graduate degree and one of the oldest leadership graduate degrees in the
United States. The program responds to the leadership development needs of both for-profit and not-for-profit
organizations. MAL has a deep theoretical base in leadership studies, yet also offers its students practical approaches to
leadership that can be applied in the workplace and society.
Leadership Development Model
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
Works toward progress for the individual and the organization
To accomplish this, individuals aspiring to positions of leadership must possess three key attributes: a sense of vision,
the ability to persuade, and the ability to direct action. Underlying these attributes are abilities and awareness, outlined
in the Leadership Development Model, which serve as specific outcomes for the MAL program. Augsburg’s model of
leadership development is designed to assess, promote, enhance, and refine these capabilities within the individual.
Learning Goals and Outcomes
The MAL program is designed to support students in developing the knowledge and skills to:
Explore the nature and practice of leadership in a wide variety of dynamic organizational and community settings
Develop a personal understanding and philosophy of leadership
Aspire to be responsible leaders who are informed citizens, critical thinkers, and thoughtful stewards
Enhance knowledge of self and the capacity to be reflective learners
Analyze and navigate increasingly complex changing environments
Formulate and articulate a shared vision in order to inspire others to achieve desired goals
MAL Courses
Each course encourages pursuit of the designated outcomes and uses a variety of learning techniques appropriate to
adult learners. Instructional techniques include case studies, debate, written and oral presentations, and group activity.
These techniques develop targeted leadership abilities and understanding. Students are encouraged to see abilities and
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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.
Plan of Study
Accommodating the Full-Time Work Schedule
Designed to meet the needs and preferences of working adults, the MAL program is based on the assumption that the
students who enroll are career-oriented, self-disciplined, and well-motivated individuals seeking a balance of classroom
experience, group interaction, and individual study. Courses are organized as seminars with the opportunity for
discussion and dialogue.
The program features classes taught by faculty from multiple disciplines and offers two formats to allow students to
choose the option that works best for them. Both formats offer a combination of classroom and online learning styles in
different proportions. The classic classroom format emphasizes face-to-face instruction augmented by online work. The
integrated hybrid format combines online and intensive learning experiences with occasional sessions in a traditional
classroom setting.
Two Convenient Formats: Classic Classroom and Integrated Hybrid Cohort
Overview of Classic Classroom Format
For nearly 30 years, our classic classroom format has featured a flexible choice model that allows students to select
courses that focus on individual goals, interests, and learning style. Students can also determine the pace at which they
move through the program. This format offers numerous electives and allows for individualized studies. Some online
work is incorporated into this format.
Schedule
During fall and spring semesters, classes usually meet every other Saturday morning or afternoon for four hours.
Additional instruction time is provided online. Seven Saturday sessions are included in one semester. Some select classes
meet on Monday evenings. Students can take a combination of Saturday and Monday courses.
A sample class schedule in the classic classroom format:
Period I
Saturday
8:00 am to 12:00 pm
Period II
Saturday
1:00 pm to 5:00 pm
Period III
Weeknights
6:00 pm to 9:45 pm
Note: Each class taken commits a student to Period I, Period II, or Period III, an average of two meetings a month. A few
courses are taught on an immersion model, which features fewer but longer sessions.
The MAL program also offers summer semester courses in seven-week, fourteen-week, or special immersion formats.
Most summer semester courses meet on weeknights from 6:00 pm to 9:45 pm rather than on Saturdays.
Curriculum
Four core courses:
ML 505 - Foundations of Leadership
ML 514 - Evaluating Empirical Research
ML 580 - Colloquium on Contemporary Theories of Leadership
ML 585 - Integrating the Theory and Practice of Responsible Leadership (Capstone Course)
Seven electives, selected from more than 20 offerings*
*Students may petition the program to do a thesis in place of two of the elective courses. Students who do the thesis
are required to develop and carry out an in-depth study of some aspect of leadership or of a leadership-related topic
and register for ML 592 Thesis Consultation I and ML 593 Thesis Consultation II. Students electing to write a thesis are
still required to take ML 585 to complete the program.
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Elective courses for the Classic Classroom format
The MAL program requires that seven elective courses be selected from the following course list. All courses are 3
semester credits:
ML 510 - Visions of Leadership
ML 511 - Creativity and the Problem-Solving Process
ML 520 - Self-Identity and Values: Keys to Authentic Leadership
ML 527 - Spirituality and Leadership in the Workplace
ML 530 - Ethics in Communication
ML 531 - The Dynamics of Change
ML 535 - Organization Theory and Leadership
ML 536 - Facilitating Organizational Change
ML 538 - Communication Skills for Leadership
ML 539 - Communicating a Self in the Modern Organization
ML 540 - Political Leadership: Theory and Practice
ML 545 - Decision Making and Leadership
ML 548 - Coaching and Consulting
ML 550 - Communication, Decision Making, and Technology
ML 553 - Design and Leadership
ML 557 - Language of Leadership
ML 560 - Cultural Competence and Effective Leadership
ML 563 - Leadership in a Global Society
ML 565 - Women and Leadership
ML 570 - Negotiation: Theory and Practice
ML 574 - Strategic Leadership
ML 575 - Constructive Conflict Resolution
ML 576 - Leading Innovation
ML 577 - Universal Responsibility and Leadership: A Nicaraguan Experience
ML 598 - Independent Study
ML 599 - Topics
Overview of Integrated Hybrid Cohort Format
A combination of online, classroom, and experiential learning
The integrated hybrid model is completed in two years with a combination of intensive face-to-face sessions and online
coursework. Students complete the program with a cohort of peers representing many different perspectives. Students
learn from each other and build relationships that will provide support throughout the program and a valuable network
for the future.
Schedule
After starting with a five-day summer experience, classes meet on a semester schedule September through mid-April
(fall and spring semesters) and mid-May through mid-August (summer semester). Coursework will be online and
supported by three on-campus class sessions per term.
Curriculum
*ML 505 - Foundations of Leadership
ML 512 - Responsible Leadership for the 21st Century (Intensive)
*ML 514 - Evaluating Empirical Research
ML 520 - Self-Identity and Values: Keys to Authentic Leadership
ML 535 - Organization Theory and Leadership
ML 553 - Design and Leadership
ML 563 - Leadership in a Global Society
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ML 574 - Strategic Leadership
ML 577 - Universal Responsibility and Leadership: A Nicaraguan Experience (or alternative elective)
*ML 580 - Colloquium of Contemporary Theories of Leadership
*ML 585 - Integrating the Theory and Practice of Responsible Leadership (Capstone Course)
* Core courses offered in the integrated hybrid format (required for all students)
A sequenced list of seven electives is prepared for each cohort. In the cohort program, students complete 11 courses,
including a capstone course (ML 585).
MBA/MAL Dual Degree
The dual degree program takes advantage of the intellectual benefits of studying business administration and leadership
in a coordinated program. It leverages Augsburg’s long tradition of graduate leadership training via the MA in Leadership
with the robust demand for business education through our MBA program. The dual degree provides students with the
leadership skills needed to run a business and, at the same time, helps them develop the comprehensive outlook they
need to thrive in today’s interconnected world.
A minimum of 18 Augsburg courses completes the MBA/MA in Leadership dual degree, including at least 7 MBA
courses and 7 MA in Leadership courses.
The following dual degree program requirements must be met.
7 courses are required from MBA courses:
MBA 510 – Applied Managerial Economics
MBA 520 – Accounting for Business Managers
MBA 530 – Managerial Finance
MBA 540 – Business and Professional Ethics
MBA 550 – Marketing Management
MBA 570 – Quantitative Decision Making for Managers
MBA 580 – Management Consulting Project
4 core courses are required from MA in Leadership courses with 3 MAL elective courses:
ML 505 – Foundations of Leadership
ML 514 – Evaluating Empirical Research
ML 580 – Colloquium on Contemporary Theories of Leadership
ML 585 -- Integrating the Theory and Practice of Responsible Leadership
ML Electives (3)
Three Focus Area Courses
Students will choose one course from each of the focus areas:
Focus Area #1: Organizational Development
MBA 545 – Organizational Behavior
ML 535 – Organization Theory and Leadership
Director approved course with organizational development focus
Focus Area #2: Global/Multicultural Perspective
MBA 565 – Managing in a Global Environment
ML 560 – Cultural Competence and Effective Leadership
ML 563 – Leadership in a Global Society
Director approved course with global/multicultural focus
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Focus Area #3: Strategic Leadership
MBA 595 – Strategic Management
ML 574 – Strategic Leadership
Director approved course with strategic leadership focus
One Additional Elective Course
Elective course may be taken in either MBA or MA in Leadership Program
Admission to the Dual Degree Program
Admission for the dual degree program is handled on a “rolling” basis and requires applicants to hold a bachelor’s
degree from a regionally accredited four-year college or university. Official transcripts from all post-secondary
institutions are required as well as a current résumé and two recommendations. An interview with the program director
is also part of the admissions process.
Although we do accept the GMAT and GRE, we also offer candidates an alternative math and writing profile assessment
entitled the Individual Learning Profile (ILP) which provides a picture of candidate’s math and writing (verbal)
competency detailing strengths and areas of improvement. The profile is not an admissions screening instrument and
will be used as a platform to develop a skills improvement plan for students should they need it.
Earning the dual degree during or after the MBA or MA in Leadership program
Students who are currently enrolled in the MBA or MA in Leadership program or alumni who wish to return to
Augsburg may add the dual degree to their existing degree by completing most of the same requirements listed on the
front of this page. Students may use previously completed application pieces and coursework to help meet these
requirements.
Returning students may complete an abbreviated application form after consultation with the MBA or ML program
director. Upon entering the MBA program, a quantitative online profile assessment must also be taken. This is used as a
platform to enhance skills, if needed.
Students with an MA in Leadership who wish to add the dual degree will take a minimum of 7 required MBA courses.
Students will complete one course in each of the 3 focus areas if they did not complete these courses during their MAL
program. Each student’s program will be slightly different based on their prior course selections.
Students with an MBA will complete 4 required and 3 elective MA in Leadership courses. Students will need to complete
one course in each of the 3 focus areas if they did not complete these courses during their MBA program. Each student’s
program will be slightly different based on their prior course selections.
Students in both programs will meet individually with the program directors to determine whether their completed final
project meets the criteria aligned with the dual degree final project. Directors may ask that the project be modified or
added to or ask the student to complete another project. These decisions will be made on a case-by-case basis.
Certificate in Leadership Studies
The certificate program is an attractive option for people who want to develop their leadership skills without
undertaking a full degree program. A certificate is awarded after completion of three Augsburg MAL courses in
leadership. Students pursuing this option take ML 505 - Foundations of Leadership and two additional electives.
Students should meet with the program director to develop a plan for selecting the appropriate leadership elective
courses.
The normal application process is used for students who wish to pursue the certificate. Certificate programs are not
eligible for federal student aid.
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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
Saturday and weeknight schedule. Refer to the MAL program schedule for the list of courses each year and to the
accounting program coordinator for a detailed academic plan. Students should meet with both the MAL director and an
accounting advisor to create an effective plan for successful completion of the five-year program.
General Requirements for the Accounting/MAL Program
Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of
their junior year. The application process includes submission of:
Completed application form
Two letters of recommendation (one from a professor and one from an employer)
Personal statement
Example of applicant’s writing in an academic paper
GPA of at least 3.30
Interview with the Director of the MAL program
Students must also have faculty endorsement from the Accounting program. Students must complete at least one year
of accounting work experience (either a job or internship) by the time they graduate from the MAL program.
Program Coordinator: Professor Stu Stoller.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the Master of Arts in Leadership Program
Admission Requirements
Applicants to the program must have:
Bachelor’s degree from a regionally-accredited, four-year college or university
Minimum cumulative undergraduate grade point average of 3.0 and a minimum cumulative grade point average of
3.0 for graduate courses completed at an accredited college or university. Should an applicant not meet the
minimum admission requirements, a conditional admission may be possible as decided on a case-by-case basis.
Applicants to the program must have two years of experience (or equivalent) with one or more organizations in a
position of leadership or position demonstrating leadership potential.
Applicants holding a master’s or other advanced degrees from accredited colleges or universities are admissible.
Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee.
Admission is handled on a “rolling” basis, with students admitted at the beginning of the fall, spring, and summer
terms. Selection of candidates will be made on the basis of an evaluation of each applicant’s:
Previous college record
Letters of recommendation
Experience and organizational background
Written statement
Interview, if requested
Application Checklist
The following materials must be submitted to the Office of Admissions:
Completed application form
$35 non-refundable application fee (waived if online application is used)
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A 1-3 page statement relating the applicant’s career and life goals to leadership aspirations
Recommendation letter from an immediate supervisor, assessing leadership potential
Recommendation letter from a work colleague (at the same level) describing the applicant’s work style and
leadership potential
Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s)
conferred
Official transcripts from all graduate institutions attended, listing courses taken and degree(s) conferred, if any.
Résumé
Applicants may be asked to participate in an interview with graduate program faculty and/or staff members.
For further information, contact: Office of Admissions, 612-330-1101, gradinfo@augsburg.edu or
www.augsburg.edu/mal.
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outline in Admission of International Students in the Graduate Admissions section.
Academic Policies
Academic Evaluation
Courses not offered on the numbered grading system are noted in the course descriptions in this catalog as being
graded on P/N basis. In order to receive a grade of P, a student must achieve at least a grade of 3.0. No more than two
courses with a grade below 3.0 will count toward the degree. No more than two courses with a grade of or below 2.5
can be repeated. Only the credits and grades earned the second time are counted in the grade point average. Any
course with a grade of 2.0 or lower will be transcribed as 0.0 academic credit.
In order to graduate, a student must have a cumulative GPA of 3.0 or above. All required courses and the final projects
must be successfully completed. A student registered for a final course may be permitted to participate in
commencement but will not receive a diploma until all courses are successfully completed.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be
placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a
student to be removed from probation. If a student receives a grade of N or 0.0 in a course, the student must petition
successfully with the MAL director before being allowed to continue in the program. A plan for the student to follow
would be outlined at that time. If a second grade of N or 0.0 is received, the student may be dismissed from the
program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of College
policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed.
MAL Program Enrollment Policy
Students normally take either one or two courses per semester. Enrolling in two courses per semester (including
summer semester) enables a student to complete the coursework in the program within two years.
Students who are away from classes for one year or longer must complete an Application for Readmission and submit it
to the Registrar’s Office. Students who have been out of the program for more than two years may, at the discretion of
the program director, be required to take additional courses to refresh their understanding of the field.
Accreditation and Affiliation
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a
complete list of Augsburg’s accreditation, approvals, and memberships, in the Accreditation, Approvals and
Memberships section.
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MAL Faculty
Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin.
John Benson, Professor Emeritus of Religion. BA, Augsburg College; BD, Luther Theological Seminary; MA, PhD,
Columbia University.
Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota.
Joseph A. Erickson, Professor of Education. BA, MA, University of St. Thomas; MA, Luther Seminary; PhD, University of
Minnesota.
Stephen K. Erickson, Instructor of Leadership Studies. BA, Augsburg College; JD, University of Minnesota. Vice President
and Advanced Practitioner, Erickson Mediation Institute.
Garry Hesser, Martin Olav Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological
Seminary; MA, PhD, University of Notre Dame.
Lucinda Hruska-Claeys, Instructor of Leadership Studies. BS, University of Minnesota; MA, Southern Illinois UniversityCarbondale; JD, University of Minnesota; MAL, Augsburg College. Attorney at Law and Vice President for Wells
Fargo Bank (retired).
David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of
Minnesota.
Velma J. Lashbrook, Assistant Professor of Leadership Studies. BS, Iowa State University; MS, Illinois State University;
EdD, West Virginia University.
Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD,
University of St. Thomas. Chair, Department of Organizational Management, Concordia University.
Marilyn S. McKnight Erickson, Instructor of Leadership Studies. BA, Augsburg College; MA, St. Mary's University;
President and Advanced Practitioner, Erickson Mediation Institute, Mpls.
Thomas Morgan, Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of
Oregon; PhD, University of Minnesota.
Norma C. Noonan, Professor Emerita of Political Science and Leadership Studies, former Director of the Center for
Leadership Studies and the MAL Program (1993-2011). BA, University of Pennsylvania; MA, PhD, Indiana
University.
Diane Pike, Professor of Sociology. AB, Connecticut College; PhD, Yale University.
John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of
Texas-Austin.
Kathryn Swanson, Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota.
Alan Tuchtenhagen, Assistant Professor of Leadership Studies and Director of the Center for Leadership Studies and the
MAL Program. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University.
Joseph Volker, Instructor of Leadership Studies. BA, University of California-Irvine; MA, PhD, University of Minnesota.
Vice President and Practice Area Leader, MDA Leadership Consulting Inc.
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Master of Arts in Nursing and Doctor of Nursing Practice
Welcome to graduate nursing education at Augsburg College. Our classes are made up of students representing a
dynamic mix of cultures, spiritual traditions, and life-ways. It is exciting for us to offer experienced nurses transforming
educational opportunities and engaging transcultural encounters that expand career choices and advance nursing
practice.
The increasing diversity of our population today challenges all of us to respond to individual health care needs with
creativity and competence in a variety of emerging care settings. The Master of Arts in Nursing program is designed to
prepare nurses for those evolving contexts of care. Students can choose between two tracks of study: Transcultural
Nursing and Transformational Nursing Leadership. Each track of study emphasizes leadership skills, inter-professional
collaboration and ways to serve persons in a variety of care settings.
The post-master’s Doctor of Nursing Practice (DNP) program builds on the MAN and prepares nurses for innovative
health leadership and advanced nursing practice at local and system-wide levels. Drawing on a transcultural nursing
(TCN) foundation, the DNP-TCN curriculum embraces integrative health care and holistic nursing practice to maximize
health for individuals and communities. Emphasis is on eliminating health inequities through peaceful, just, and
collaborative actions that uphold and improve human potential. Students design their own scholarly paths defined by
their unique gifts, interests, and practice goals. Throughout the DNP-TCN program, there are a range of opportunities for
collaboration across cultures, socio-economic strata and care systems.
The post-BSN (Bachelor of Science in Nursing) to DNP/Family Nurse Practitioner (DNP/FNP) track of study prepares
nurses for advanced nursing leadership and integrative primary care of families across cultures and care settings. Using
transcultural nursing as a foundation, the DNP/FNP curriculum embraces integrative healthcare and holistic nursing
practice. The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead change, while
addressing health needs and concerns of families and communities. Nursing scholarship and advanced autonomous
practice frame the critical exploration of knowledge in transcultural nursing, integrative healthcare practices,
transformational leadership, and health assessment.
Classes in both the DNP and MAN programs are offered on the Augsburg campus and at Bethel Lutheran Church in
Rochester, MN, where our branch campus is located. Some of the DNP-FNP classes are held at Hermitage Farm Center
For Healing, Rochester, MN. Class formats vary: face-to-face, video conferencing or immersions with on-line
components. However, students and faculty are committed to driving from one site to the other at least once during
each semester to be physically present and together. Building relationships is important to us. Program faculty and staff
are available at both sites and eager to assist students.
Joyce P. Miller, DNP, RN
Lisa M. VanGetson, DNP, RN, FNP-C, APHN-BC
Chair, Department of Nursing
Director, Doctor of Nursing Practice –
Director, Master of Arts in Nursing Program
Family Nurse Practitioner Program
and Doctor of Nursing Practice Program Transcultural Nursing Track
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Master of Arts in Nursing
Mission
Within the context of liberal arts education and guided by the values of the Lutheran Church, the Master of Arts in
Nursing program prepares nurses for transformational leadership and transcultural nursing practice across care settings
with particular emphasis on promoting health equity locally and globally.
Students select from two tracks of study—Transformational Nursing Leadership or Transcultural Nursing. Both tracks
prepare nurse leaders to assume a wide variety of roles and responsibilities throughout the healthcare system and in
emerging care settings in communities.
Curriculum
The MAN curriculum is organized into 33 semester credits –15 semester credits in a Nursing Core, in which all students
enroll, and 18 semester credits in one of the two Tracks of Study. Practica are taken concurrently with most courses and
are integrated throughout the program. Each semester credit of practicum is equal to 45 clock hours of practice.
Students select a track of study when applying to the program, however, this is not essential until after one’s first
semester. Students may study full-time (6-8 semester credits per term) or part-time (4 semester credits per term). Time
to degree completion takes an average 22 months when studying full-time, and 32 months when studying part-time.
Nursing Core Courses (15 semester credits)
The core nursing courses integrate a strong foundation of social justice incorporating multiple ways of knowing with
curricular emphasis on nursing science, art, and theory to guide practice.
NUR 500 - Transcultural Health Care (3 semester credits)
NUR 500P - Practicum: Transcultural Health Care (1 semester credit)
NUR 541 - Politics of Health (3 semester credits)
NUR 541P - Practicum: Politics of Health Care (1 semester credit)
NUR 505 - Theoretical Foundations for Advanced Nursing Practice (3 semester credits)
NUR 505P - Practicum: Theoretical Foundations for Advanced Practice Nursing (1 semester credit)
NUR 520 - Research Methods in Nursing (3 semester credits)
Transformational Nursing Leadership Track (18 semester credits)
The Transformational Nursing Leadership track is designed to develop nurse leaders’ ability to critically analyze,
articulate, and develop effective strategies to cope with high level health care disparities. Curricular emphasis is on interprofessional collaboration across care settings. Participation in nursing leadership practica in traditional and emerging
care settings adds depth and meaning to classroom dialogue. Practica also provide opportunities for students to apply
knowledge and gain experience partnering with diverse care providers, populations, and communities to address health
inequities in creative and relevant ways. Transformational Nursing Leadership track courses include:
NUR 501 - Nursing Leadership in Complex Adaptive Systems (3 semester credits)
NUR 501P - Practicum: Nursing Leadership in Complex Adaptive Systems (1 semester credit)
NUR 521 - Transformational Nursing Leadership (3 semester credits)
NUR 521P - Practicum: Transformational Nursing Leadership (1 semester credit)
NUR 523 - Theory, Practice and Research Seminar (3 semester credits)
NUR 523P - Practicum: Theory, Practice and Research Seminar (2 semester credits)
NUR 525 - Graduate Field Project (3 semester credits)
NUR 525P - Practicum: Graduate Field Project (2 semester credits)
Students graduating from the Transformational Leadership Track of the master’s program are eligible to apply to the
American Nurses Credentialing Center (ANCC) for certification as a Nurse Executive, Advanced and to the Transcultural
Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing.
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Graduate Field Project in Transformational Nursing Leadership
Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone
of the master’s program. The last two classes in the curriculum–NUR 523 and NUR 525—emphasize the development
and articulation of a final field project focused on transformational leadership. Students present their final projects in
NUR 525.
Transcultural Nursing Across Care Settings Track (18 semester credits)
The Transcultural Nursing track in the Master of Arts in Nursing program is designed to prepare nurses for advanced
practice across care settings in culturally diverse communities. The curriculum is grounded in nursing science, theoryguided practice, and transcultural principles. Emphasis is on reaching out to persons and populations that are
underserved by traditional care systems and who exist outside of the social mainstream. As such, the track provides rich
alternative learning opportunities for graduate students locally and internationally. Transcultural Nursing Across Care
Settings track courses include:
NUR 532 - Transcultural Healing Practices and Self Care (3 semester credits)
NUR 532P – Practicum: Transcultural Healing Practices and Self Care (1 semester credits)
NUR 530 - The Power of Ritual and Ceremony for Healing (3 semester credits)
NUR 530P – Practicum: The Power of Ritual and Ceremony for Healing (1 semester credits)
NUR 523 - Theory, Practice and Research Seminar (3 semester credits)
NUR 523P – Practicum: Theory, Practice and Research Seminar (2 semester credits)
NUR 525 - Graduate Field Project (3 semester credits)
NUR 525P - Graduate Field Project (2 semester credits)
Students graduating from the Transcultural Nursing track of the master’s program are eligible to apply to the
Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing and
certification in Holistic Nursing through the American Holistic Nurses Credentialing Corporation (AHNCC)
(www.ahncc.org).
Graduate Field Project in Transcultural Nursing
Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone
of the master’s program. The last two classes in the curriculum—NUR 523 and NUR 525—emphasize the development
and articulation of a final field project focused on transcultural nursing. Students present their final projects in NUR 525.
Practica
Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students earn 9 semester
credits of practicum work that is equal to 405 clock hours of practice—45 clock hours per semester credit hour. Some
practica are semi-structured, experiential, and led by faculty and cultural guides familiar with the communities in which
the practica occur. Other practica options are student directed. Students are encouraged to immerse themselves in
practice settings that serve persons underserved or excluded from mainstream health care, as emphasis in the
transcultural track is on cultural diversity and health inequities across healthcare settings. Practica focusing on
experiential learning with a transformational nurse leader provides students with the opportunity to gain a greater
understanding of organizational dynamics and change through a complexity science paradigm.
Augsburg Central Health Commons & the Inner City
A unique opportunity for students to explore advanced nursing roles and new models and forms of practice is provided
by the Augsburg Central Health Commons, and the Health Commons in the Cedar-Riverside neighborhood. Both Health
Commons are nursing-led drop-in centers dedicated to serving those in need and focused on healthy individuals and
communities. People from diverse backgrounds, who have health experiences grounded in wide ranging cultural
contexts frequent the Health Commons for health support and reassurance. Service and care are based on respect,
relationship, and collaboration that connects health and hope for all participants. Health Commons partners include
Central Lutheran Church in downtown Minneapolis, Fairview Health Services, and the East Africa Health Project.
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Study Abroad and Away
The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging
care settings at home and abroad. The Center for Global Education is a partner with the Department of Nursing in
developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and England..
Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia. A detailed
listing of practica and immersion experiences abroad and away can be found at the nursing website
(www.augsburg.edu/nursing).
For a complete list of courses and descriptions, see the Course Description Search.
Admission Requirements
Decisions about admission to the program will be made by the Graduate Nursing Faculty on an individual basis.
Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September),
spring (January), and summer (May) semesters.
Selection of candidates will be made on the basis of an evaluation of the following items:
An earned Bachelor’s degree in nursing from a regionally accredited college or university, or an Associate of Science
degree in nursing in addition to a non-nursing bachelor’s degree
A cumulative GPA of 3.0 in all previous college coursework
Experience as a registered nurse
Three letters of recommendation
A current, unencumbered nursing license
All required immunizations
Transcripts from all colleges and universities attended
A Criminal Background check
A college level statistics course within the last 7 years is required for progression in the program, but is not
necessary for admission
A written statement describing professional and educational goals
The following items must be sent to the Office of Admissions:
Completed application form—www.augsburg.edu/ma_nursing
$35 non-refundable application fee (fee waived if completed online)
A 2-3 page typed statement describing the applicant’s professional and educational goals
Three letters of recommendation 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, 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. For more information, refer to the
additional requirements outlined in Admission of International Students in the Graduate Admissions section.
(www.augsburg.edu/grad/international)
Academic Policies
Evaluation of academic performance in the Master of Arts in Nursing program will be based on number grades using a
4.0 point scale. See detailed information in the Academic Programs and Policies
54
Attendance Policy
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual
syllabi will contain individual instructors’ requirements. Because classes are held in Rochester and Minneapolis, students
must prepare to drive to class at least once per term.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average in the MAN program. If a student falls below a 3.0
average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be
restored in order for a student to be removed from probation. If a student receives a grade of 2.0 or less in a course, the
student must petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to
continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of 2.0 or less
is received, the student may be dismissed from the program.
Students may also be dismissed for behavior detrimental to the program, such as a gross violation of college policy as
published in the Student Guide. Dismissal would occur only after established procedures were followed.
Credit for Prior Education
Students may petition the Master of Arts in Nursing faculty for approval of transfer of credit. Transfer credits will be
evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from
regionally accredited colleges and universities, whose course content is comparable to course content in the Master of
Arts in Nursing program. No more than nine semester credits will be accepted for transfer credit.
Schedules for Classes
Master’s classes are taught in a hybrid format combining in-class and web-based instruction to meet the needs of
working adults. Fall and spring classes meet 6 times per semester for 5 hour periods. Summer classes meet weekly for 78 hours for 7 weeks. Video conferencing is used to connect students in Rochester, MN, with students in Minneapolis.
Some driving for class is required, as students from Rochester will travel to Minneapolis one time per term and students
from Minneapolis will travel to Rochester one time per term. If weather is inclement, video conferencing is used. Classes
in Rochester meet at Bethel Lutheran Church at 810 3rd Ave SE, Rochester, MN.
Practica are additional to courses. Students enroll in practica concurrently with enrollment in courses.
Accreditation and Affiliations
The Master of Arts in Nursing program is fully accredited by the Commission on Collegiate Nursing Education (CCNE).
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a
complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation Approvals,
and Memberships section.
Department of Nursing Faculty
Katherine Baumgartner, Assistant Professor of Nursing, Director of the BSN Program in Minneapolis, Co-director of the
Augsburg Health Commons. BSN, Minnesota State University; MAN, Augsburg College; DNP, Augsburg College.
Kathleen Clark, Instructor and Director of the Augsburg Central Health Commons and Health Commons at CedarRiverside, BSN University of Wisconsin-Eau Claire; MAN, Augsburg College; DNP, Augsburg College.
Kaija Freborg, Assistant Professor of Nursing. BSN, University of Wisconsin- Eau Claire; MAN, Augsburg College; DNP,
Augsburg College.
Cheryl Leuning, Professor of Nursing, BA, Augustana College; MS-PHN, University of Minnesota; PhD, University of Utah.
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Joyce Miller, Assistant Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate MAN and
DNP-TCN Programs. ADN, Rochester State Junior College; BSN, Augsburg College; MAN, Augsburg College; DNP,
Augsburg College.
Deborah Schuhmacher, Assistant Professor of Nursing. BSN, University of North Dakota, MAN, Augsburg College; DNP,
Augsburg College.
Lisa Van Getson, Assistant Professor, Director, DNP-FNP Program, BSN, College of St. Teresa, Winona, MN; MA, St.
Catherine University, St. Paul, MN; MAN, FNP, Winona State University; DNP, Augsburg College.
Gail Van Kanegan, Lecturer & Clinical Director, DNP-FNP Program, Diploma of Nursing, Blessing Hospital School of
Nursing; ADN, John Wood Community College; MA, FNP, GNP, University of Missouri-Columbia; DNP, Augsburg
College.
Staff
Sharon Wade, Nursing Programs Coordinator. BA, Augsburg College.
Linden Gawboy, Nursing Programs Administrative Assistant.
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Doctor of Nursing Practice – Transcultural Nursing (TCN) Leadership
Track
Mission
Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-master’s
Doctor of Nursing Practice program, TCN Leadership track of study prepares nurses for advanced transcultural nursing
leadership in communities in order to maximize health through peaceful, just, and collaborative actions that uphold and
improve human potential across care settings and care systems, with emphasis on eliminating health inequities locally
and globally.
As a post-master’s program, the DNP-TCN track of study builds upon the strengths of the Master of Arts in Nursing
(MAN) program and prepares nurses for advanced leadership and practice roles in Transcultural Nursing (TCN) and
Holistic Nursing.
Program Goals
Graduates of the Doctor of Nursing Practice program are prepared to:
Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among
populations and communities
Challenge conventional knowledge about illness through an ecological approach to social determinants of health
Lead change through building coalitions with marginalized people that are based on mutuality and common cause
Program Structure
The program is structured in a modified cohort model. One cohort a year will be admitted to begin in the fall term.
Students can choose to take full or part-time study. Students taking full-time study take two didactic offerings, two
seminars, and a practicum each semester. Students in full-time study can complete the post-master’s DNP-TCN
curriculum in 20 months, including completion of the capstone project. Students selecting part-time study take one
didactic offering, one seminar and a practicum each semester. As a part-time student, completion of the program is
expected to take 32 months, including completion of the capstone project.
The DNP curriculum is organized into 33 semester credits comprised of didactic classes, experiential practica, and
seminars, with a capstone project completing the degree. As a practice doctorate, the emphasis is on building leadership
and practice skills in knowledge application among diverse population groups. The goal is to improve health and
decrease health inequities that lead to unnecessary morbidity and mortality in communities.
Students graduating from the DNP-TCN track are eligible to apply to the Transcultural Nursing Certification Commission
(TCNCC) for advanced certification in Transcultural Nursing and certification in Holistic Nursing through the American
Holistic Nurses Credentialing Corporation (AHNCC) (www.ahncc.org).
Didactic
A total of six didactic courses (18 semester credits) constitute the DNP program. One course equals three semester
credits. The DNP courses (NUR 800 level), are taught in a variety of immersion models: one format is two days a month eight hours of class time for the first day and four hours the subsequent morning, followed by an afternoon seminar.
Other courses are offered in an immersion format of 3-4 days of class per semester with 3 half-day seminars.
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and in Rochester, MN, at
Bethel Lutheran Church (810 3rd Ave SE) the location of Augsburg’s branch campus. Video conferencing is used for some
of the classes and for distant students. However, students must be prepared to drive to Rochester and/or Minneapolis
for class at least once per semester. If weather is inclement, video conferencing is used.
57
Practica
Practica are organized to give flexibility and individual choice to students to support their increasing independence and
depth of practice experience at the doctoral level. Students select practicum experiences that are either structured
immersions in a variety of cultural contexts led by nursing faculty or are student initiated and individually directed
experiences mentored by nursing faculty.
In a 15-week semester, practicum hours are computed as follows:
1 semester credit hour =
2 semester credit hours =
3 semester credit hours =
45 clock hours of practicum time per semester
90 clock hours of practicum time per semester
135 clock hours of practicum time per semester
To earn the DNP, students must complete a total of 1,000 practicum hours in their Master’s and DNP programs.
Students will be allowed to transfer up to 600 practicum hours from their master’s in nursing into the Augsburg DNP. As
such, all students will register for at least nine semester credits of practica in the post-master’s DNP-TCN.
Seminars
Seminars focus on integration of conceptual learning with field practice, developing the student’s particular practice
interests. Students are required to participate in a doctoral seminar every semester —fall and spring—until completion
of the DNP degree. Cohorts of students who enter the DNP program together usually progress as a group in the
seminars in which they enroll each term, depending on whether they are studying full-time or part-time. The final
seminar (NUR 841) culminates in the capstone project presentation and completion of the requirements for the DNP
degree.
Final DNP Capstone Project
Final DNP capstone projects must make a significant impact on nursing practice and health outcomes of populations and
communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for
presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in
synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care.
Students should begin working on their DNP capstone projects in the early stages of the DNP program and continue
throughout the program. The student’s scholarly project is planned in collaboration with a major faculty advisor.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the DNP-TCN
Applicants to the Doctor of Nursing Practice TCN program must have:
An earned master’s degree in nursing from a regionally-accredited institution
A GPA of 3.2 on a 4.0 grading scale in master’s in nursing program
A current unencumbered RN license to practice in the US.
Evidence of a completed graduate research course
Evidence of up-to-date immunizations
Satisfactory results of a certified federal criminal background check
Decisions about admission to the program will be made on an individual basis. Selection of candidates will be made
on the basis of an evaluation of the following items for each applicant:
Three page typed double spaced essay responding to the following excerpt from Wendell Berry’s essay, “Health in
Membership.” “I believe that the community—in the fullest sense: a place and all its creatures—is the smallest unit
of health and that to speak of the health of an isolated individual is a contradiction in terms.”
Official transcripts from all colleges and universities attended (Applicants with a college or university degree
completed outside of the United States must submit an official evaluation from World Educational Services.)
Three professional references
A non-refundable deposit of $900 to be used to hold a place in the DNP/FNP program. The $900 will be applied to
the orientation practicum.
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A successful, personal interview with Augsburg Nursing faculty
The number of applicants admitted to the DNP program will be limited and based on availability of faculty members who
share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an
applicant will be admitted to the program.
Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the
World Education Service (WES) and have the reports sent directly to Augsburg College. Additionally, internationallyeducated applicants may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org) to
forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are
verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure
Examination (NCLEX).
Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed
the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students.
Applicants whose first language is not English must submit score evidence from TOEFL (Test of English as a Foreign
Language) score report of 80 on the Internet Based TOEFL (iBT) with a subscore of 20 on the written and 20 on the
speaking sections. See Graduate Admissions for more information. (www.augsburg.edu/grad/international)
Accreditation
The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE).
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a
complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals,
and Memberships section.
Department of Nursing Faculty
Katherine Baumgartner, Assistant Professor of Nursing. BSN, Minnesota State University; MAN, Augsburg College; DNP,
Augsburg College.
Kathleen Clark, Instructor and Director of the Augsburg Central Health Commons and Health Commons at CedarRiverside, BSN University of Wisconsin-Eau Claire; MAN, Augsburg College; DNP, Augsburg College.
Kaija Freborg, Assistant Professor of Nursing. BSN, University of Wisconsin- Eau Claire; MAN, Augsburg College; DNP,
Augsburg College.
Cheryl Leuning, Professor of Nursing, BA, Augustana College; MS-PHN, University of Minnesota; PhD, University of Utah.
Joyce Miller, Assistant Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate MAN and
DNP-TCN Programs. ADN, Rochester State Junior College; BSN, Augsburg College; MAN, Augsburg College; DNP,
Augsburg College.
Deborah Schuhmacher, Assistant Professor of Nursing. BSN, University of North Dakota, MAN, Augsburg College; DNP,
Augsburg College.
Lisa Van Getson, Assistant Professor, Director, DNP-FNP Program, BSN, College of St. Teresa, Winona, MN; MA, St.
Catherine University, St. Paul, MN; MAN, FNP, Winona State University; DNP, Augsburg College.
Gail Van Kanegan, Lecturer & Clinical Director, DNP-FNP Program, Diploma of Nursing, Blessing Hospital School of
Nursing; ADN, John Wood Community College; MA, FNP, GNP, University of Missouri-Columbia; DNP, Augsburg
College.
Staff
Sharon Wade, Nursing Programs Coordinator, BA, Augsburg College.
Linden Gawboy, Nursing Programs Administrative Assistant.
59
Doctor of Nursing Practice – Family Nurse Practitioner (FNP) Track
Mission
Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-BSN (Bachelor
of Science in Nursing) to DNP/FNP track of study prepares nurses for advanced nursing leadership and integrative
primary care of families across cultures and care settings. Emphasis is on eliminating health inequities through peaceful,
just, and collaborative actions that uphold and improve human potential.
The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead change, while addressing health
needs and concerns of families and communities. Nursing scholarship and advanced autonomous practice as a primary
care Nurse Practitioner, frames the critical exploration of knowledge in transcultural nursing, integrative healthcare
practices, transformational leadership, and health assessment.
Program Goals
Graduates of the Doctor of Nursing Practice/Family Nurse Practitioner program are prepared to:
Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among
populations and communities.
Challenge conventional knowledge about illness through an ecological approach to social determinants of health.
Lead change through building coalitions with marginalized people that are based on mutuality and common cause.
Provide primary care to persons, families and communities with particular consideration for those who are
underserved and/or marginalized by dominant societal structures.
Integrate scientific evidence based guidelines into clinical practice.
Program Structure
The program is structured to admit students beginning each fall semester. Students may take courses on a part-time or
full-time basis during the completion of their 500 level courses and the pre-FNP 800 level courses. Full-time study is
required during the didactic and clinical courses in the FNP course sequence during the last two years of the program.
Length of program: The Post-BSN to DNP/FNP track of study leads to eligibility for certification as a Family Nurse
Practitioner (FNP) through the American Nurses Credentialing Center (ANCC) and requires a minimum of 84 semester
credit hours, including 57 didactic credit hours and 23 clinical credit hours.
Didactic
A total of 19 didactic courses (57 semester credits) constitute the DNP/FNP program. Didactic classes, structured
practica, and clinical experiences are taught in a variety of flexible schedules that are responsive to student needs. 500
level courses consist of six classes a semester - five hours of class time, in addition to taking a one credit practicum
course associated with the didactic course. The DNP courses (NUR 800 level), are taught in a variety of immersion
models: one format is two days a month - eight hours of class time for the first day and four hours the subsequent
morning, followed by an afternoon seminar. Other courses are offered in an immersion format of 3-4 days of class per
semester with 3 half-day seminars. The FNP courses (final two years of study) are offered on Mondays approximately
five times a semester, class time hours will vary from 8 to 12 hours. Web-based assignments are integrated into all
classes through Moodle.
Community practicum experiences may be scheduled during the class meeting days as well. Additionally, some courses
may be taught in an immersion format, where students and faculty are “immersed” in a unique socio-cultural context
and course content and a set number of practicum hours are condensed into seven to fourteen days.
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and in Rochester, MN, at
Bethel Lutheran Church (810 3rd Ave SE) the location of Augsburg’s branch campus or at Hermitage Farm Center for
Healing, 6415 West River Road NW, Rochester, MN. Video conferencing is used for some of the classes. However,
students must be prepared to drive to Rochester and/or Minneapolis for class at least once per semester. If weather is
inclement, video conferencing is used.
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Practica (for DNP courses) / Clinicals (for FNP courses)
Practica are organized to give flexibility and individual choice to students to support their increasing independence and
depth of practice experience at the doctoral level. Students select practicum experiences that are either structured
immersions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed
experiences mentored by nursing faculty. FNP clinical sites will be arranged by clinical faculty.
In a 15-week semester, practicum hours are computed as follows:
1 semester credit hour = 45 clock hours of practicum time per semester
2 semester credit hours = 90 clock hours of practicum time per semester
3 semester credit hours = 135 clock hours of practicum time per semester
To earn the DNP/FNP, students must complete a total of 1,035 practicum hours. Students will be allowed to transfer up
to 400 practicum hours from their master’s in nursing. To complete the DNP/FNP, students must complete 630 clinical
hours (530 hours of primary care of the adult and 100 hours of primary care of children and women’s health and 35
clinical for integrative health). As such, all students will register for at least 23 semester credits of practica.
Seminars
Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice
interest. Students are required to participate in a total of four one-semester-credit doctoral seminars during the
DNP/FNP program. The final seminar culminates in the project presentation and completion of the requirements for the
DNP degree.
Final DNP/FNP Capstone Project
Final DNP/FNP capstone projects must make a significant impact on nursing practice and health outcomes of
populations and communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be
suitable for presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate
leadership in synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts
of care. Students should begin working on their DNP/FNP capstone projects in the early stages of the program and
continue throughout. The student’s scholarly project is planned in collaboration with a major faculty advisor.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the DNP/FNP
Applicants to the Doctor of Nursing Practice FNP program must have:
A completed application form and payment of application fee ($50 fee waived if apply on-line).
An earned baccalaureate degree in nursing (BSN or BAN), master’s degree in nursing, or a doctor of nursing practice
(DNP), from a nationally accredited institution and a nationally accredited nursing program.
A minimum of five years active and current clinical practice as a Registered Nurse.
Evidence of current unencumbered license as a Registered Nurse. MN license required. Other state licenses will be
required for clinical rotations.
Official transcripts from all colleges and universities attended (Applicants with a college or university degree
completed outside of the United States must submit an official evaluation from World Educational Services. All costs
related to document translations and evaluations are applicants’ responsibility.
GPA of 3.0 from previous baccalaureate nursing program; GPA of 3.2 from previous masters in nursing program or
DNP program.
Three professional letters of recommendation.
A 2-3 page professional essay responding to the following: Explain why transcultural, holistic and integrative health
education as a Doctorate of Nursing Practice/Family Nurse Practitioner is important in shaping the future of
healthcare.
61
Documentation verifying the number of practice hours completed in a nationally accredited graduate nursing
program, if applicable. (A maximum of 400 practice hours may be transferred into the DNP/FNP tract of study from a
nationally accredited master’s in nursing program.)
A current Curriculum Vitae.
Successful personal interview with Augsburg Nursing Faculty.
Evidence of a completed undergraduate statistics course (within the last 5 years) on an official transcript before
enrolling in the Nursing Research course (NUR520) & the associated practicum (NUR520P).
Evidence of up to date immunizations per Department/College requirements
A valid passport or proof of application is encouraged.
Evidence of HIPAA training within the last 2 years.
Satisfactory results of a certified federal criminal background check at time of admission and annually thereafter;
additional testing may be required for clinical placement, e.g., alcohol, drug testing, HIV testing, etc.
A non-refundable deposit for $900 to be used to hold a place in the DNP/FNP program. The $900 will be applied to
the orientation practicum.
The number of applicants admitted to the DNP/FNP program will be limited and based on availability of faculty members
that share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an
applicant will be admitted to the program.
The above Admission Criteria are current as of April 2015 and are subject to change.
Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the
World Education Service (WES) and have the reports sent directly to Augsburg College. Additionally, internationallyeducated applicants may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org) to
forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are
verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure
Examination (NCLEX).
Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed
the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students.
Applicants whose first language is not English must submit score evidence from TOEFL (Test of English as a Foreign
Language) score report of 80 on the Internet Based TOEFL (iBT) with a subscore of 20 on the written and 20 on the
speaking sections. See Graduate Admissions for more information. (www.augsburg.edu/grad/international)
Accreditation
The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), which
has accredited the Master of Arts in Nursing and the Bachelor of Science in Nursing programs at Augsburg. Augsburg is
accredited by The Higher Learning Commission, North Central Association of Colleges and Schools.
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a
complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals,
and Memberships section.
Department of Nursing Faculty
Katherine Baumgartner, Assistant Professor of Nursing, Director of the BSN Program in Minneapolis, Co-director of the
Augsburg Health Commons. BSN, Minnesota State University; MAN, Augsburg College; DNP, Augsburg College.
Kathleen Clark, Instructor and Director of the Augsburg Central Health Commons and Health Commons at CedarRiverside, BSN University of Wisconsin-Eau Claire; MAN, Augsburg College; DNP, Augsburg College.
Kaija Freborg, Assistant Professor of Nursing. BSN, University of Wisconsin- Eau Claire; MAN, Augsburg College; DNP,
Augsburg College.
Cheryl Leuning, Professor of Nursing, BA, Augustana College; MS-PHN, University of Minnesota; PhD, University of Utah.
62
Joyce Miller, Assistant Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate MAN and
DNP-TCN Programs. ADN, Rochester State Junior College; BSN, Augsburg College; MAN, Augsburg College; DNP,
Augsburg College.
Deborah Schuhmacher, Assistant Professor of Nursing. BSN, University of North Dakota, MAN, Augsburg College; DNP,
Augsburg College.
Lisa Van Getson, Assistant Professor, Director, DNP-FNP Program, BSN, College of St. Teresa, Winona, MN; MA, St.
Catherine University, St. Paul, MN; MAN, FNP, Winona State University; DNP, Augsburg College.
Gail Van Kanegan, Lecturer & Clinical Director, DNP-FNP Program, Diploma of Nursing, Blessing Hospital School of
Nursing; ADN, John Wood Community College; MA, FNP, GNP, University of Missouri-Columbia; DNP, Augsburg
College.
Staff
Sharon Wade, Nursing Programs Coordinator. BA, Augsburg College.
Linden Gawboy, Nursing Programs Administrative Assistant.
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Master of Business Administration
Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA is a rigorous and
intensive educational experience. The Augsburg MBA is practical and “hands-on,” focusing on applicable skills and
knowledge designed to increase your ability to think, analyze and act. Augsburg MBA students all work on a consulting
project with a local business where they apply what they’ve learned in the classroom to a real-world business
problem. The Augsburg MBA also provides students a unique opportunity to investigate business cultures and practices
through a faculty-led international experience. Our curriculum integrates the global experience of our faculty and
reflects Augsburg’s mission of developing leaders grounded in values, purpose, and vocation.
The Augsburg MBA is a proven accelerated cohort-based program focused on three learning modules; Personal and
Professional Development, Quantitative Decision Making and Value Creation, all built on a foundation of ethical
decision-making. We encourage our students to challenge themselves, their classmates and professors to bring a new
and expanded focus of the world through guided reflection and examination.
Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive
engagement with their community and associates. Our MBA graduates make a difference. We invite you to become
part of a growing community of Augsburg MBA alumni.
Bruce E. Batten, Ph.D.
Director, Master of Business Administration Program
MBA Mission - “Prepare Students for Meaningful Work”
Our mission is to prepare students for meaningful work by developing their decision-making skills, critical thinking and
by transforming them into effective managers and leaders in service to others. The program aspires to provide an
outstanding student-centered education that produces graduates who are critically astute, technically proficient, and
who understand the moral and ethical consequences of their decisions on their organization and on the world.
Accreditation
The Augsburg MBA is a candidate for accreditation with the Association of Collegiate Business Schools and Programs
(ACBSP).
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a
complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals,
and Memberships section.
MBA Program Overview
Today’s business leader must be able to quickly analyze situations and information and critically analyze alternatives and
courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in
organizations facing this dynamic and fast-evolving business culture. The curriculum of the MBA gives students the
ability to think critically and ethically as they face the increased challenges of a global business environment. Quality,
individual initiative, ethics, and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually
improve students’ experiences and learning in the program. Our faculty is uniquely qualified to bridge theory and realworld application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines. The
Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA with a concentration
that matches their interests and career goals.
Plan of Study
The Augsburg MBA is an accelerated, evening program that allows working professionals to complete an MBA degree in
approximately 24 months. This is accomplished by using a cohort model in which students follow a predetermined
schedule with classes meeting one night a week.
Students in a cohort program model stay together as a group through the sequence of classes for the duration of the
program. This provides a continuous, collaborative learning process. The cohort environment fosters a cohesive learning
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community where students learn from each another, mentor each other, and peer coach. You’ll share diverse
professional expertise and experience as you work in teams on projects, case studies, presentations, and simulations,
both inside and outside of class. Working both individually and in small groups enables you to enhance your strengths,
build your skills, expand your business acumen, and improve your decision-making. Together as a community you’ll build
personal, social, and academic abilities.
Adult learners bring a wealth of work and personal life experiences with them into the classroom, multiplying the
opportunities for learning. The personal connections and relationships you build with fellow students and faculty will
extend into an important and valuable network as you take your career to new levels.
Program Requirements
The Augsburg MBA requires 42 semester credits for degree completion. Augsburg MBA courses are either one and a
half or three semester credits. Each three semester credit course consists of 28-32 hours of in-class instruction and 5 ½ 9 ½ hours of online instruction through our web-based electronic course management system.
Up to nine credits may be waived through prior business coursework (with director/faculty approval) or certain
professional credentials (with appropriate documentation).
Courses that can be waived with equivalencies:
MBA 510 (3 semester credits)
MBA 520 (3 semester credits)
MBA 530 (3 semester credits)
MBA 550 (3 semester credits)
MBA 565 (3 semester credits)
Professional Credentials
Students who have passed the Certified Public Accountants (CPA) or Certified Management Accountants (CMA) exam
may be waived from MBA 520, Accounting for Managers.
Prior Academic Coursework Guideline
Students with prior academic coursework that meets the following criteria may be waived from eligible core
courses.
Completion of at least two undergraduate courses covering corresponding Augsburg MBA core course material (See
department for Equivalency details).
The most recent of the undergraduate courses was taken within the past five years and a second course within
seven years.
A grade of B (or 3.0 on 4 point scale) or higher was earned in any course considered for a course waiver.
Course(s) must be taken at an approved, regionally-accredited institution.
Acceptance of core course waivers implies the student accepts the responsibility for having the essential knowledge
and understanding of the core course material, and is properly prepared for any future core or elective course for
which the waived course was a prerequisite. Academic credit is not awarded for any waived course, nor will the
course appear on academic transcripts.
Academic Calendar
The Augsburg MBA is designed as a year-round program. Courses are offered during fall, spring, and summer semesters.
Courses are offered consecutively during each term so students are able to concentrate on one subject at a time. The
program is designed to have students take at least two courses per term.
Official academic calendars and the MBA registration policies can be found at www.augsburg.edu/registrar. The unique
cohort model of the Augsburg MBA requires individual schedules for each cohort. These schedules are provided by the
MBA department.
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The Faculty-Led International Experience
Each year, all current MBA students are offered the opportunity to participate in a faculty-led international experience.
This trip is taken in conjunction with either of these courses: MBA 565 - Managing in a Global Environment or MBA 595 Strategic Management. Students will travel as a group to an international location, visit businesses, participate in faculty
lectures, and learn about the culture and traditions of the countries visited. Each MBA student should have two
opportunities during their matriculation in the program to participate. Costs can vary; but as a minimum, trips normally
include tuition (for the course selected), airfare, lodging, and travel in-country, as well as some meals.
The Augsburg MBA
The 16 required courses of the Augsburg MBA are as follows:
MBA 592 - Leadership: Ethics, Vision and Transformation
MBA 540 - Business and Professional Ethics
MBA 560 - Communication Issues in Management
MBA 545 - Organizational Behavior
MBA 585 - Student Learning Experience 1: Personal Development Strategy
MBA 570 - Quantitative Decision-Making for Managers
MBA 520 - Accounting for Business Managers
MBA 530 - Managerial Finance
MBA 510 - Applied Managerial Economics
MBA 586 - Student Learning Experience 2: Simulation/Decision Making
MBA 550 - Marketing Management
MBA 565 - Managing in a Global Environment
MBA 515 - Operations Management
MBA 594 - Innovation and Entrepreneurship
MBA 595 - Strategic Management
MBA 580 - Management Consulting Project
For a complete list of courses and descriptions, see the Course Description Search.
Locations and Schedules
MBA classes are offered at two locations: Augsburg’s Minneapolis campus and Augsburg’s Rochester campus. Cohorts
begin three times per academic year at Augsburg’s Minneapolis campus: September, January, and May. In Rochester,
cohorts begin in September and May.
Orientation for new cohorts is generally scheduled for one to two weeks in advance of the beginning of classes. For
more information on class schedules, go to www.augsburg.edu/mba or call the Office of Admissions at 612-330-1101.
Admission to the Augsburg MBA Program
Admission to the Augsburg MBA program is determined by a committee decision. The committee may include MBA
program staff, Business Administration Department faculty, and Office of Admissions staff.
Admission Requirements
Applicants to the MBA program must have:
Bachelor’s degree from a regionally-accredited four-year institution
Minimum of two years of relevant work experience
Personal interview with the MBA program director
Admission checklist
The following materials must be submitted to the Office of Admissions:
Completed application—Apply online at www.augsburg.edu/mba
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$35 application fee
Two personal statements
Official undergraduate/graduate transcripts sent directly to the Augsburg Office of Admissions
Current résumé of work history
Two confidential letters of recommendation
MBA Math (needs to be completed before by the end of the second semester)
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Admission as a Transfer Student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
Transfer students may receive up to 9 semester credits in transfer. (See Evaluation of Transfer Credit in Academic
Programs and policies.) Students must complete no fewer than 21 semester credits at Augsburg in order to receive their
MBA degree from Augsburg College. All students must complete the Management Consulting project (MBA 580) to
graduate. Eligible coursework must be approved by the MBA program director before transfer credit will be granted.
Academic Policies
MBA Program Enrollment Policy
Students are strongly encouraged to remain in their cohort and complete their MBA program as scheduled. Adjustments
or modifications to the MBA schedule require the approval of the MBA program director.
All students are required to complete all components of the program within five years of matriculation. Extensions
beyond five years will be considered on the basis of petition to the MBA director. Students who leave the program for
more than one semester must request a leave of absence in writing from the MBA program. A leave of absence may be
granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an
Application for Readmission form and submit it to the MBA office. Time spent on an official MBA-approved leave of
absence will not count toward the five-year deadline for degree completion.
Academic Evaluation
Evaluation of academic performance in the MBA program will be based on number grades using a 4.0-scale. For
complete information, see Academic Programs and Policies.
Withdrawal from Class
For information regarding the last date on which students may withdraw from a class and receive a “W” on their
records, refer to the academic calendar at www.augsburg.edu/registrar.
Attendance Policies
Student attendance at scheduled class meetings is a priority and required. However, MBA faculty understand that MBA
students are working adults with significant responsibilities who, on occasion, face unforeseen situations that may
interfere with attendance. Students should notify the faculty member teaching the course as soon as possible when the
problem is immediate. When the student knows in advance of a class date where a potential conflict exists, they must
discuss the proposed missed class with the faculty member prior to the date of the class. Students are responsible for
the work covered during that class session and for making appropriate arrangements for obtaining handouts, lecture
content, or other materials. Faculty members may assign appropriate independent work to insure that the student
understands the material covered during the class session.
If appropriate and acceptable coordination is carried out by the student, there need not be any grade reduction for a
single missed class session. This may be dependent on assignments due on the date of the missed class; e.g., final
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project presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the
faculty. Two missed class sessions, excused or unexcused, may be grounds for directing the student to withdraw from
the course. More than two absences, excused or unexcused, require that a student withdraw from the class.
Degree Requirements
To be conferred the MBA degree, students must achieve the following:
Successful completion of all admission conditions
Successful completion of MBA courses (2.5 or above)
No more than two courses with a grade of 2.5 or below, and with a cumulative GPA of 3.0 or higher at the
completion of the program
Successful completion and submission of the management consulting project (capstone)
Students who successfully complete Augsburg’s MBA program will receive a Master of Business Administration
degree.
MBA Faculty
Bruce Batten, Assistant Professor of Business Administration, MBA. BS, Davidson College; PhD, Medical College of
Virginia.
Jeanne M. Boeh, Associate Professor of Economics. BS, MA, PhD, University of Illinois.
David Conrad, Assistant Professor of Business Administration. BA, Winona State University; MA, Ed.D, St. Mary’s
University
George Dierberger, Assistant Professor of Business Administration. BS, University of Minnesota; MA, International
Studies, University of St. Thomas; MBA, Fairleigh Dickinson University; Ed.D, Organization Development,
University of St Thomas.
Stella Hofrenning, Assistant Professor of Economics. BS, University of Maryland; PhD, University of Illinois.
Mark Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute.
Marc McIntosh, Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA,
Argosy University.
Magdalena Paleczny-Zapp, Associate Professor of Business Administration. BA, MA, Central School for Planning and
Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow.
Peter J. Stark, Assistant Professor of Business Administration. BS, Northwestern University; MBA, Pepperdine University.
Steven M. Zitnick, Assistant Professor of Business Administration, BA, Shimer College: MS, Economics, University of
Utah.
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Master of Fine Arts in Creative Writing
MFA Mission
The Master of Fine Arts in Creative Writing is a two-year, low-residency program designed as a vibrant literary
community for writers who wish to deepen and broaden their artistic sensibilities, discover a close-knit cadre of fellow
writers, enjoy individual attention from an accomplished and forward-thinking faculty, and prepare themselves for the
future of creative writing.
Program Overview
Summer Residencies
The Augsburg Low-Residency MFA includes 10-day summer residencies on the Augsburg campus in Minneapolis,
offering daily workshops, readings, and mini-courses that focus on literary craft as well as career skills in teaching,
editing, publishing, book arts, marketing, translation, and adaptation. The full degree program includes three summer
residencies, featuring visits by distinguished writers in each genre as well as editors, agents, publishers, and literary
entrepreneurs.
Fall and Spring Semesters
The first two residencies are followed each year by fall and spring off-campus semesters. During those terms, students
work with faculty mentors in virtual classrooms that make use of online and other technologies. Each semester, MFA
candidates enroll in one Mentorship section and one section of Critical and Creative Reading. Although MFA learning
objectives call for demonstrated expertise in at least one genre by graduation, twenty-first century writers compose
their work in an environment in which genre has permeable boundaries and lines between genres are often erased.
With this in mind, cross-genre work will be encouraged, with students working in a genre other than the declared
specialty, usually during the second off-campus semester.
Semester Mentorships
The Mentorship is a one-on-one experience with a faculty mentor who guides the student’s production of work and
study of craft. This one-on-one creative studio experience is focused on the MFA candidate’s own writing and growth as
a writer.
Critical and Creative Reading in an Online Classroom
This is a reading-as-writers course that provides an opportunity to work with your professor and a community of peers,
considering craft, criticism and aesthetics. Meetings are online in the electronic classroom. The format may include
online discussion boards, Skype or video chats, and teleconferences with mentors and fellow learners. The online
classroom offers an opportunity to continue conversations begun during the residency with members of the MFA
community.
Students may repeat mentorship courses (ENL 511, 513, 521, and 523) and critical and creative readings courses
(ENL 512, 514, 522, and 524), subject to the permission of the program director.
Genres and Concentrations
Genres include Fiction, Creative Nonfiction, Poetry, Screenwriting and Playwriting.
The program also includes concentrations in teaching, translation, and publishing. Concentrations require additional
coursework. With the program director’s consent, students may enroll in concentration courses simultaneously with
MFA studies. Candidates enrolled in the publishing concentration will be the staff of a new publishing house, Howling
Bird Press, that will select and publish one book each year. The book prize is open to submissions nationally.
Plan of Study
Students may select a completion plan for the MFA:
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The Traditional MFA in Creative Writing, in which the student chooses one genre as the designated field of study but
is encouraged to work outside the designated field of study for one term.
The Extended Study/Mixed Genre Option in which the student selects a primary genre and works in that genre for at
least three of four mentored and reading terms. Students completing the Extended Study Option complete five
mentored and reading terms, with at least four in the designated field. Students selecting the Mixed Genre option
complete five mentored and reading terms, with two outside the designated field.
The Career Concentration Option, in which the student also enrolls in electives in teaching, translation and/or
publishing. This plan may be added to both the Traditional and Extended Study/Mixed Genre options.
Accommodating Writers Who Work Full-Time and Those Who Live Outside of Minnesota
Augsburg’s Traditional MFA in Creative Writing can be completed in eleven courses (three summer residencies and four
off-campus electronic semesters of two courses each). A typical plan of study in the Traditional Low-Residency MFA will
work like this:
First Year
Summer Residency I, including genre workshops, writing seminars, readings and lectures, ten days on the Minneapolis
campus, with assignments before and after residency.
Fall Semester I, electronic classroom including one Mentorship studio and one Creative and Critical Reading course.
Spring Semester I, electronic classroom including one Mentorship studio and one Creative and Critical Reading
course (generally “out-of-genre” term).
Second Year
Summer Residency II, including genre workshops, writing seminars, readings and lectures, ten days on the
Minneapolis campus, with assignments before and after residency.
Fall Semester II, electronic classroom including one Mentorship studio and one Creative and Critical Reading This is
the craft-based academic paper term and students complete a craft paper at this point.
Spring Semester II, electronic classroom including one Mentorship studio (thesis completion term) and one
Creative and Critical Reading (lecture/presentation preparation term). Students complete the creative thesis in the
mentorship and in the reading course they plan a craft talk to be delivered in the third residency.
Third Year – Residency Only
Summer Residency III, including genre workshop, writing seminars, readings and lectures. Final term for graduating
MFA candidates. Graduates give a public lecture/presentation and a reading from thesis work. Ten days on the
Minneapolis campus, with assignments before and after residency.
Coursework
ENL 510 - Residency in Creative Writing I
ENL 511 - Mentorship I
ENL 512 - Critical and Creative Reading I
ENL 513 - Mentorship II
ENL 514 - Critical and Creative Reading II
ENL 520 - Residency in Creative Writing II
ENL 521 - Mentorship III
ENL 522 - Critical and Creative Reading III
ENL 523 - Mentorship IV
ENL 524 - Critical and Creative Reading IV
ENL 530 - Residency in Creative Writing III
Concentrations:
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ENL 525 - Teaching Writing: Practice and Theory
ENL 526 - Literary Translation Practicum
ENL 527 - Publishing I
ENL 528 - Publishing II
For a complete list of courses and descriptions, see the Course Description Search.
Admission to MFA
Admission Requirements
Qualified applicants must hold a bachelor’s degree from a regionally-accredited college or university with a cumulative
GPA of 3.0 or higher for all undergraduate coursework. Students with a GPA of 2.5-3.0 may be admitted conditionally
into the program based on the strength of their writing samples.
Applications Must Include
Completed online application
$50 application/reading fee for each genre
Two letters of recommendation
A personal essay
A writing sample:
Fiction or Creative Non-Fiction, 20 pages, double-spaced
Poetry, 15-20 pages, single-spaced
Screenwriting or Playwriting, up to 30 pages in script format
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Academic Policies
Credit
All Augsburg MFA courses carry four semester credits. To earn the MFA, candidates must complete 44 semester credits,
write a critical/creative paper, deliver a public lecture/presentation, give a public reading/staging, and complete a book
length manuscript of publishable quality (fiction, nonfiction and poetry), a screenplay/calling card script (screenwriting),
or a full-length play of producible quality (playwriting).
To include a concentration in Teaching or in Translation/Adaptation in the MFA, students must complete 12 courses or
48 credits. For the MFA with a concentration in Publishing, students must complete 13 courses or 52 credits.
Transfer
Augsburg’s low-residency MFA includes in-person and online elements that help us maintain a strong community and
create a culture in which our writers thrive.
This studio degree is the terminal degree in writing and because of the unique features of a terminal, low-residency,
studio degree, the final decision on transfer credit will depend on review by the Augsburg College MFA Program. A
maximum of eight semester credits from traditional residency MFA programs and from MA programs in creative writing
or English literature may be accepted. The MFA Program Director will review and may offer up to four additional credits
in transfer for equivalent residency or workshop experience completed in another program. The maximum transfer
credits allowed is 12 credits.
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Academic Evaluation
Grading
The MFA Program uses fine arts studio grading practices, formative in nature and designed to be an element of the
teaching curriculum. A narrative transcript composed of comments on those elements that the particular student writer
is working on during a particular term will be used to assess progress in the mentorship courses. These are formative
and qualitative assessment elements and professors’ responses will vary as professor/artists and student/artists
approach student work with the student’s individual artistic aims in mind. In addition to the fine arts formative and
qualitative assessment, students will be assessed in light of their success in meeting learning objectives of the course
while completing work assigned.
MFA in Creative Writing Courses are graded on a Pass/No Credit basis, using the Augsburg graduate grading model scale
as described below:
P – Represents work at 3.0 or higher and meets acceptable standards.
N – No credit, not counted in grade point average.
Alignment of Course Outcomes
MFA courses are aligned with the Program Hallmarks of the Association of Writers and Writing Programs (AWP), the
national professional organization for writing programs and the writers who teach in those programs.
Participation
Students are expected to fully participate in Summer Residencies, attending workshop sessions and scheduled meetings
with mentors as well as a majority of readings, lectures and other scheduled sessions. Participation in off-campus
coursework is expected to occur during the designated time for each Mentorship studio critique session and “time
away” for creative work. Students are also expected to take part in synchronous and asynchronous sessions with
mentors and demonstrate “presence” in the Creative and Critical Reading courses through regularly scheduled
exchanges with faculty and peers.
Academic Honesty
Augsburg’s high expectations for academic honesty will be applied to this class. Please refer to the Student Guide at
inside.augsburg.edu/studentaffairs/studentguide/academic-honest-policies if you have any questions.
Affiliation
The Augsburg College MFA Program is a member of the Association of Writers and Writing Programs (AWP) and
curriculum is based on the AWP Hallmarks of an Effective Low Residency MFA Program in Creative Writing.
A complete list of Augsburg’s accreditation, approvals, and memberships, is available in the Accreditation, Approvals,
and Memberships section.
Mentor Faculty
Nicole Brending, MFA Mentor. BA, Wells College; MFA, Film Program, Columbia University.
Stephan Clark, Assistant Professor of English, MFA Mentor. BA, University of Southern California; MA, University of
California, Davis; PhD, Literature and Creative Writing, the University of Southern California.
Cass Dalglish, Professor of English, MFA Mentor. BA, Spanish Language and Literature, St. Catherine University; MFA,
Creative Writing, Vermont College of Fine Arts; PhD, Creative Writing, Archetypal and Ancient Women’s Writing,
The Union Institute and University.
Heid E. Erdrich, MFA Mentor. BA, Dartmouth College; MA, The Johns Hopkins University Writing Seminars; PhD, Creative
Writing and Native American Literature, The Union Institute and University.
Jack El-Hai, MFA Mentor. BA, Carleton College; MFA, Creative Writing and Literature, Nonfiction, Bennington College.
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John Gaterud, Publishing Mentor. BA, University of Northern Colorado; MA, the University of Oregon; PhD, The Union
Institute and University. Publisher, Blueroad Press; Editor in Chief, Howling Bird Press.
Christina Lazaridi, MFA Mentor. BA, Princeton University; MFA, Screenwriting, Columbia University.
Sarah Myers, Assistant Professor of Theatre Arts, MFA Mentor. BS, Northwestern University; MFA, Playwriting and
Drama and Theatre for Youth & Communities; PhD, Performance as Public Practice, the University of Texas at
Austin.
Derek Nikitas, Associate Professor of English, MFA Mentor and Program Director. BS, English, State University of New
York, Brockport; MFA, Creative Writing, University of North Carolina, Wilmington; PhD, Creative Writing
Concentration, Georgia State University.
Cary Waterman, Assistant Professor of English, MFA Mentor. BA, the University of Denver; MA, Poetry Thesis,
Minnesota State University-Mankato.
Faculty Associates
Robert Cowgill, Associate Professor of English, Academic Writing Faculty. BA, MA, PhD, University of Minnesota.
D.E. Green, Professor of English. Academic Writing and Teaching Faculty. BA. Amherst College; MA, PhD, Brown
University.
Michael Kidd, Associate Professor of Languages and Cross-Cultural Studies, Translation and Adaptation Faculty. BA,
Pomona College; PhD, Cornell University.
John Schmit, Professor of English, Academic Writing and Teaching Faculty. B.S., St. John’s University; MA, University of
New Orleans; PhD, The University of Texas.
Frankie Shackelford, Professor Emerita, Languages and Cross-Cultural Studies, Translation and Adaptation Faculty. BA,
Texas Christian University; PhD, University of Texas.
Kathryn Swanson, Professor of English, Academic Writing and Teaching Faculty. BA, St. Olaf College; MA, PhD, University
of Minnesota.
Visiting Writers
Ed Bok Lee, Poetry
Sue William Silverman, Creative Nonfiction
Ben Percy, Fiction
Alex Lemon, Poetry and Memoir
Deborah Blum, Creative Nonfiction
Pam Houston, Fiction
Kristoffer Diaz, Playwriting
Bill Wheeler, Screenwriting
Carson Kreitzer, Playwriting
Kenneth Rance, Screenwriting
Helene Wecker, Fiction
Staff
Kathleen Matthews, Administrative Assistant
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Master of Music Therapy
MMT Mission
To prepare students to be leaders in the field, while fostering their passion to serve clients and families, and offer unique
learning experiences that allow them to discover and realize their full potential. To engage students in life changing
experiences, rich in experiential learning, collaborative in nature, fostering a holistic view of the use of music in health,
healing and well-being. To advance the practice of music therapy by preparing students through a hybrid master’s
degree program that is innovative, flexible and possesses breadth and depth, designed to meet the changing demands
of healthcare.
Program Overview
Degree requirements
The MMT degree program is designed for music therapists who are currently board certified and who wish to continue
their education and advance their level of practice. The program is a 36 credit program with core music therapy courses,
courses focused on the practice of music therapy in healthcare and medicine, and elective courses of interest.
Core Music Therapy Courses – 24 credits
MUS 510 - Advanced Music Therapy Theory (3 credits)
MUS 511 - Advanced Music Therapy Practicum (0 credit)
MUS 515 - Advanced Music Therapy Clinical Practice I (3 credits)
MUS 520 - Advanced Music Therapy Clinical Practice II (3 credits)
MUS 525 - Cross-Cultural Awareness in Music Therapy (3 credits)
MUS 530 - Music Therapy Ethics (2 credits)
MUS 535 - Music Therapy Supervision and Professional Development (2 credits)
MUS 540 - Music Therapy Research I (3 credits)
MUS 545 - Music Therapy Research II (3 credits)
MUS 595 - Thesis (2 credits) OR MUS 596 Final Project (2 credits)
Music Therapy Electives– 12 credits
MUS 550 - Music Psychotherapy (2 credits)
MUS 555 - Music Therapy, Spirituality and Well-being (2 credits)
MUS 560 - Music and Imagery (2 credits)
MUS 565 - Advanced Music Therapy with Infants, Children & Family Centered Care (2 credits)
MUS 570 - Music, Neurology and Physiology (2 credits)
MUS 575 - Music Therapy in Palliative Care (2 credits)
MUS 576 - Music Therapy in Trauma Informed Care (2 credits)
MUS 580 - Transcultural Music Therapy (4 credits) (global educational experience)
MUS 585 - Advanced Music Therapy in Group Work (3 credits)
MUS 590 - Interdisciplinary Research Methods (3 credits)
Thesis or Final Project
Completion of a thesis or final project is required as a part of the degree program. The thesis and final project are both
subject to approval by program director.
Thesis: A scholarly paper utilizing historical, philosophical, descriptive, experimental or mixed methods research.
Final Project: A supervised clinical project that is comprehensive and designed to develop and advance an area of
one’s clinical practice.
The Equivalency Plus Master of Music Therapy will complete the courses outlined above in addition to any courses
needed to accomplish their equivalent status. The Equivalency Plus MMT is 65 credits plus the clinical internship and is
designed to be completed in two and a half years. The equivalency courses include the following:
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MUS 271 - Introduction to Music Therapy (2 credits)
MUS 274 - Music Therapy Practicum (0 credits)
MUS 340 - Music Therapy Methods I (2 credits)
MUS 345 - Music Therapy Methods II (2 credits)
MUS 374 - Music Therapy Practicum (0 credits)
MUS 372 - Psychological Foundations of Music I (4 credits)
BIO 103 - Human Anatomy & Physiology (3 credits)
PSY 105 - Principles of Psychology (4 credits)
PSY 262 - Abnormal Psychology (4 credits)
EDC 410 - Learners with Special Needs (4 credits)
The Equivalency Plus+ Master of Music Therapy will complete the courses outlined previous two sections (MMT and
Equivalency Plus), as well as the course listed below.
MUS 101 Materials of Music I (2 credits)
MUS 111 Aural Skills I (2 credits)
MUP xxx Primary Lessons (minimum 4 semesters needed)
MUE xxx Chamber or Large Ensemble (minimum of 4 semesters needed)
MUS 102 Materials of Music II (2 credits)
MUS 112 Aural Skills II (2 credits)
MUS 201 Materials of Music III (2 credits)
MUS 211 Aural Skills III (2 credits)
MUS 231 History and Lit of Music I (4 credits)
MUS 232 History and Lit of Music II (4 credits)
Plan of Study
There are three tracks for the Master of Music Therapy program. The first is for individuals who hold a bachelor’s degree
in music therapy, they follow the master of music therapy track. The second track is for individuals that hold a bachelor’s
degree in music, they follow the Equivalency Plus Master of Music Therapy track. The third for individuals that hold a
bachelor’s degree that is not in music, but have a strong music background.
Admission to MMT
Online Application
All college transcripts
2 letters of recommendation (can be submitted online through the application-please have your recommenders
email addresses when you begin the application).
Proof of Board Certification
An Audition (this can be taped or live) ten minutes of your best instrument.
Essay-(can be submitted as part of the online application) no longer than three pages addressing the following
questions.
Describe your goals as a music therapist and how an MMT degree will help you reach those goals.
Tell about a moment that helped encourage you to begin a career in music therapy.
As a music therapist you will help people from all walks of life and with a variety of needs and illnesses, how are you
qualified (physically, mentally, and emotionally) to assist these people in improving their quality of life?
Please note that you can upload your essay directly into the online application. You may also input the names and emails
of your recommenders and the system will send them a link to directions and the checklist we request they fill out for
you.
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If not submitted with the online application, materials need to be sent to:
Augsburg College
Graduate Admissions, CB 65
2211 Riverside Ave S.
Minneapolis, MN 55454
or emailed to gradinfo@augsburg.edu
For Academic Policies, please see Academic Policies.
Accreditation and Affiliation
Augsburg is regionally accredited by:
The Higher Learning Commission of the North Central Association of Colleges and Schools.
National Council for the Accreditation of Teacher Education (NCATE)
The Master of Music Therapy Program is accredited by:
National Association Schools of Music (NASM)
American Music Therapy Association (AMTA)
MMT Faculty
Annie Heiderscheit, Assistant Professor, Director of Master of Music Therapy. BME, Wartburg College; MS, Iowa State
University; PhD, University of Minnesota.
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Master of Science in Physician Assistant Studies
Mission
The mission of the Augsburg College Department of Physician Assistant Studies is based on a foundation of respect and
sensitivity to persons of all cultures and backgrounds and oriented toward providing care to underserved populations.
Students are well educated in current medical theory and practice, and graduates are encouraged to work in primary
care settings. The program promotes dedication to excellence in performance, with the highest standards of ethics and
integrity, and commitment to lifelong personal and professional development.
Accreditation
The Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) has granted Continued
Accreditation to the Physician Assistant Program sponsored by Augsburg College. Continued accreditation is an
accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards.
Continued Accreditation remains in effect until the program closes or withdraws from the accreditation process or until
accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next comprehensive
review of the program by ARC-PA will be September 2018.
About PA
As defined by the American Academy of Physician Assistants:
“PAs are health professionals licensed or, in the case of those employed by the federal government, credentialed to
practice medicine in association with designated collaborating physicians. PAs are qualified by graduation from an
accredited PA educational program and/or certification by the National Commission on Certification of Physician
Assistants ... Within the physician-PA relationship, PAs provide patient-centered medical care services as a member of a
healthcare team. PAs practice with defined levels of autonomy and exercise independent medical decision making within
their scope of practice.”
In the state of Minnesota, a PA is licensed with the Board of Medical Practice. In Minnesota, and most other states,
the PA must be NCCPA (National Commission on Certification of Physician Assistants) certified and hold a
supervisory agreement with a licensed physician. Minnesota registered PAs have prescriptive privileges under
delegatory supervision with their physician for prescriptive medications.
Curriculum
The Physician Assistant program at Augsburg is 31 months long with studies beginning each year in the summer
semester (early June). The program accepts up to 30 students for each new class. Graduates will receive a Master of
Science in Physician Assistant Studies and a PA certificate.
The Augsburg PA program includes traditional college “breaks” such as winter holiday break, spring breaks, and summer
breaks. Length of breaks varies depending upon the student’s year in the program; these breaks contribute to the
overall 31 month length of the program.
Studies begin in early June of each year. The first 18 months of study is didactic, or classroom work, including courses in
human gross anatomy, pathophysiology, clinical medicine, pharmacotherapy, history and physical exam skills, research,
and professional issues.
The clinical phase is 13 months in length. The clinical phase of the program is designed to effectively train students for
practice by providing them with rotation experiences in different specialties and different practice settings. To that end,
each student will be required to complete rotations outside the metropolitan area. Each student is required to
successfully complete clinical rotations in family medicine, pediatrics, women’s health, psychiatry, emergency medicine,
internal medicine, surgery, and two elective rotations by choosing from various specialties. The clinical phase will
culminate with a preceptorship in primary care, medical subspecialty or surgical subspecialty. This preceptorship is
designed to solidify the student’s primary care skills, and potentially place them in a setting that might be interested in
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recruiting a graduate PA. The majority of established clinical rotation sites are in Minnesota in both rural and urban
locations.
The clinical curriculum is taught by physicians, and supplemented by physician assistants and other healthcare providers.
Each student is evaluated by the clinical instructor for the designated rotation. Students will return to Augsburg College
five times during the clinical phase for evaluation and education.
PA Program Sample Calendar
YEAR 1
Summer
PA 501 - Human Anatomy and Neuroanatomy
PA 503 - Human Pathophysiology
Fall
PA 511 - History and Physical Exam Skills I
PA 521 - Pharmacotherapy I
PA 531 - Clinical Medicine I
Spring
PA 512 - History and Physical Exam Skills II
PA 522 - Pharmacotherapy II
PA 532 - Clinical Medicine II
PA 555 - Research Tools for the Physician Assistant
YEAR 2
Summer
PA 533 - Clinical Medicine III
Master’s Project course, one of the following*:
PA 599 - Directed Study
ML 577 - International Experience
Fall
PA 534 - Clinical Medicine IV
PA 542 - Professional Issues
PA 545 - Clinical Phase Transition
PA 6XX - Clinical Rotations 1, 2
Spring
PA 6XX - Clinical Rotations 3, 4, 5
YEAR 3
Summer
PA 6XX - Clinical Rotations 6, 7, 8
Fall
PA 62X – Preceptorship
PA 690 - Capstone
*Other program-approved options may be available
For a complete list of courses and descriptions, see the Course Description Search.
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Admission to the PA Program
Admission Requirements
Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa.
Admission to any physician assistant program is a highly competitive process. Augsburg College’s graduate program in
physician assistant studies receives approximately 350 complete, competitive applications for each entering class of 30
students.
Qualified applicants will have:
Bachelor’s degree (in any major) from a regionally-accredited four-year institution
Minimum cumulative GPA of 3.0 as calculated by CASPA at the time of application (3.2 or higher strongly
recommended)
Minimum science GPA of 3.0 as calculated by CASPA at the time of application (3.2 or higher strongly
recommended)
Completed the prerequisite courses listed below
Prerequisite Courses
To be an eligible applicant for the physician assistant studies program, you must have completed the prerequisite
courses listed below. These courses must have been completed within 10 years of the year you are applying for
admission.
Applicants completing their first undergraduate degree in the spring term may complete prerequisite coursework in the
summer, fall, and spring term of the academic year they apply as long as the degree and prerequisite coursework will be
completed by the start date for the program. Applicants who already have an undergraduate degree, or who will
complete their degree in a term other than spring, have the summer and fall semesters of the year they apply by which
to complete prerequisites.
All course prerequisites must have been passed with a grade of C (2.0) or higher. Meeting minimum prerequisites does
not guarantee admission into the program.
One full course of 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:
Cumulative GPA of 3.2 or higher
Science GPA of 3.2 or higher
Direct patient care is the best type of experience to obtain in order to strengthen an application. Direct patient care
experience may be full-time or part-time, paid or volunteer. We recommend at least 750-1000 hours to be
competitive in this category.
Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry
Demonstration of a commitment to, and involvement with, underserved communities
Note: The Graduate Record Exam (GRE) is not required.
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PA Studies Application Process
The Augsburg Physician Assistant Studies program has a two-step application process—applying through CASPA and to
Augsburg’s PA Studies Program.
The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is
sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the entering
class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms
with detailed instructions can be obtained online at portal.caspaonline.org.
You will be considered an eligible applicant if you have a minimum cumulative GPA of 3.0 at the time of application (as
calculated by CASPA), if you have a minimum science GPA of 3.0 at the time of application (as calculated by CASPA), if
you have completed or will complete your undergraduate degree prior to the start date of the program, and if you have
completed or will complete your prerequisite courses within the timeline specified for your degree status.
Additional Application Details:
The Augsburg PA Program requires three letters of recommendation submitted through the CASPA process. . We
recommend that one letter be from an employer/colleague (a professional reference), one letter be from a
professor or advisor (an academic reference), and one from a person of your choice. Be sure that your letter writers
are able to tell the committee about you as well as his/her experiences with you and observations about you.
Your Supplemental Application must be received in the PA Program office postmarked on or before the deadline in
order to be considered.
We use the CASPA “Complete Date” to determine if you have met the application deadline. The “Complete Date” on
your application must be the deadline or prior in order to be considered meeting the deadline. CASPA assigns a
“Complete Date’ when they have received your electronic application, transcripts from all schools attended, 2 of
your 3 letters of reference, and payment. Until those criteria are met, your application will not be given a “Complete
Date.”
Augsburg’s PA Program Supplemental Application can be downloaded from our website at www.augsburg.edu/pa. It is
important for the applicant to determine whether he or she is in fact eligible to apply to the PA Studies Program, as the
supplemental application fee is non-refundable. You will be required to print and sign the supplemental application and
mail it to the program with your supplemental application fee by the application deadline.
Selection Process
All complete files (CASPA and Supplemental Applications that meet requirements) will be reviewed by the admissions
committee. The admissions committee procedures utilize a blinded review, so applicant demographic data is unknown
(e.g., race, age, gender). Each file is reviewed by members of the committee.
The selection committee looks for a balanced application by reviewing many criteria including key criteria of cumulative
GPA, science GPA, and direct patient care experience, along with overall academic record, service to underserved
(meaning disadvantaged, minority, or under-represented populations), knowledge of the profession, fit with the
program goals and mission, and recommendation letters.
Once the committee has completed the file review, a group of candidates is selected for a telephone interview. The
telephone interviews are generally conducted between November and January. Those selected for a telephone
interview are invited to a Candidate Information Session in the program to meet faculty, staff, current students, and to
view the facilities. As telephone interviews are completed, seats in the incoming class are offered. The class of 30
students will be filled between the months of October and January. A list of alternates will be selected in January to fill
seats that accepted candidates may not claim. All applicants are notified of their final status by mid-February.
Accepted applicants must complete and pass a background check prior to matriculation and annually throughout the
program. Failure of the background check could result in dismissal from the program.
Academic Policies
Please see the PA program website at www.augsburg.edu/pa for further details about policies outlined here.
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Technical Standards
The Augsburg College Department of Physician Assistant Studies is pledged to the admission and matriculation of
qualified students and wishes to acknowledge awareness of laws which prohibit discrimination against anyone on the
basis of race, color, national origin, religion, sex, age or disability.
Regarding disabled individuals, the PA department will not discriminate against such individuals who are otherwise
qualified but will expect all applicants and students to meet certain minimal technical standards.
The physician assistant must have the knowledge and skills to function in a broad variety of clinical situation 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 EKG’s 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 health care team. In emergency situations,
candidates must be able to understand and convey information essential for the safe and effective care of patients
in a clear, unambiguous and rapid fashion. In addition, candidates must have the ability to relate information to and
receive information from patients in a caring and confidential manner. Thus, functional use of hearing and speech is
necessary.
Motor
Candidates must possess the motor skills necessary to perform palpation, percussion, auscultation, and other
diagnostic maneuvers. Candidates must be able to execute motor movements reasonably required to provide
general and emergency medical care such as airway management, placement of intravenous catheters,
cardiopulmonary resuscitation, and application of pressure to control bleeding. These skills require coordination of
both gross and fine muscular movements, equilibrium and integrated use of the senses.
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.
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.
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Experiential learning will be considered separately from prerequisite courses. Experiential learning prior to and during
admittance to the Augsburg PA Program will not substitute for any part of the clinical year or preceptorship.
Employment while in the Program
Program faculty discourage outside employment while in the Physician Assistant Program. Faculty recognize that
employment may be an issue that some students will face. Given this recognition, realize that program obligations will
not be altered due to a student’s work obligations. It is further expected that work obligations will not interfere with the
physician assistant students’ learning progress or responsibilities while in the program.
Withdrawal and Readmission Policies
Voluntary withdrawal from the Physician Assistant Program may be initiated by a student after submission of a letter to
the program director requesting withdrawal. In the letter, the student should outline the circumstances and reasons for
withdrawal. Students will be requested to conduct an exit interview with the program director prior to leaving the
program. For information on withdrawal, see the Academic Policies section.
Readmission
Students may request readmission after voluntary withdrawal by submitting a letter to the program director stating the
reasons the student wishes readmission and the anticipated date for readmission. The submission of a letter and
previous enrollment does not constitute automatic acceptance and/or reentry into the program. Reapplication to the PA
Program after dismissal from the program will be considered only under extremely unusual circumstances.
For the full readmission policy and reapplication process, please contact the program.
Advanced Placement
The Department of PA Studies does not offer advanced placement to admitted students. All students admitted to the PA
Program must complete the entire curriculum.
Transfer
The Department of PA studies does not accept student transfers from other PA programs.
Costs of the PA Program
For tuition information, go to www.augsburg.edu/pa.
For complete and current payment options go to the Student Financial Services website at
www.augsburg.edu/studentfinancial.
PA Program Faculty
Beth Alexander, Associate Professor and Academic Coordinator, PharmD, University of Minnesota.
Eric Barth, Assistant Professor. BS and PA Certificate, Trevecca Nazarene University; MPAS, University of Nebraska.
Jenny Kluznik, Assistant Professor. MPH, George Washington University; MPAS, Augsburg College.
Holly Levine, Assistant Professor. MD, Loyola University Chicago Stritch School of Medicine.
Steven Nerheim, Instructor and Medical Director. MD, University of Minnesota; MDiv, Luther Seminary.
Charles Oberg, Professor, Chair and Program Director, MD, MPH, University of Minnesota.
Maggie Seybold, Director of Clinical Education. MSBS and PA Certificate, University of Toledo
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Master of Social Work
You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining
with others to respond to problems and develop opportunities that benefit individuals, families, groups, and
communities. The MSW degree prepares you for advanced professional practice in the field of social work.
Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups, and communities,
and with a dedication to system change that reduces oppression and discrimination. Graduates of our program share
how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates
valued our small class size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty
and staff. As a small program, we have high expectations for our students and at the same time offer the flexibility to
help them meet their individual goals.
Attending Augsburg College will transform and develop your professional life in unexpected ways. We have two
concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct clinical practice with
individuals, families, and groups. The second, Multicultural Macro Practice (MCMP), will prepare you for macro social
work practice with organizations, communities, and other large systems.
We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The
personal and professional growth necessary to become an advanced professional social worker is challenging. We
encourage you to take the challenge with us.
Lois A. Bosch, PhD, LISW
Director, Master of Social Work
MSW Mission
Our mission is to develop social work professionals for advanced practice that promotes social justice and
empowerment towards the well-being of people in a diverse and global society.
Program Overview
The MSW program prepares social work students for agency-based practice in public and nonprofit settings. By working
in the agency setting, social workers collaborate with others to provide holistic, affordable, and accessible services to
individuals, families, groups, and communities. Our challenging MSW curriculum integrates social work theory with
micro and macro practice methods. Students develop skills, knowledge, and values necessary for ethical social work
practice. As you progress through our MSW program, you will:
Learn how individuals live in and are affected by their social environment
Understand how social policies and programs affect individuals, families, communities, and society
Apply theories and methods of practice through the field practicum experience
Use a range of client-centered approaches to practice with client groups of all types and sizes
Engage in practice informed by sound, scholarly research
Evaluate the effectiveness of your social work practice or social work programs
Advocate for the eradication of oppression and discrimination
Be a responsible and contributing citizen in the local and global community
Accreditation
Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be
accredited by CSWE if you seek licensure with the social work board of your state. For more information on CSWE
accreditation go to www.cswe.org.
Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and
Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the About Augsburg College
section of this catalog.
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Plan of Study
Students entering Augsburg’s MSW program with a bachelor’s degree from a discipline other than social work are
classified as foundation students. Full-time foundation students are enrolled in a two year program. Part-time
foundation students are enrolled in a four year program.
Students entering Augsburg’s MSW program with a bachelor’s degree in social work from a CSWE (Council on Social
Work Education) accredited institution are classified as advanced standing students. Advanced standing students are
enrolled in a 16 month program. The part-time option is not generally available for advanced standing students.
All students must complete the MSW degree in no more than 4 years following matriculation.
Academic Calendar
The MSW program meets on a semester calendar, with classes offered September through June. Classes typically meet
every other weekend with an occasional back-to-back weekend. Field practicum hours are generally completed during
weekday hours. If a student lives outside the Twin Cities metro, the field practicum hours can be completed at a
placement near the student’s place of residence. Hours per week vary depending on the agency placement and the
student’s availability. For academic calendars and schedules, go to www.augsburg.edu/registrar.
Class Periods
Classes meet in 4 hour blocks on Friday evenings, 6 to 10:00 pm; Saturday mornings, 8:00 am to 12 pm; and Saturday
afternoons, 1:00 to 5:00 pm. Each class meets on campus for 8 sessions in a given semester and for 4 sessions on
campus in a summer term (May-June), with the expectation that students engage in hybrid learning activities between
on-campus class weekends.
Time Commitment
Although classes meet on weekends, students spend time on their studies during non-class weekends and weekdays in
accordance with our hybrid learning format. Hybrid learning is a combination of face-to-face class sessions and
online/experiential learning. On a class weekend, the typical student will spend 12 hours in class within a 23-hour
period. For every hour spent in class, a student may expect to spend 3 to 4 hours outside of class working on online
activities, assignments, readings, or group projects. A student may also spend 15 to 20 hours per week in the field
practicum during the fall and spring semesters (a span of 8 to 9 months for each practicum). In the final year of study,
students complete a summative evaluation or a portfolio, which requires significant independent research, analysis, and
writing.
Some MSW students work full-time while enrolled in the program. However, full-time employment is not
recommended. Most students arrange to reduce their work hours or request time away during their graduate studies.
Each student’s situation is unique and must be decided individually. All students must develop strategies for balancing
family, work, and academic responsibilities.
Credit and Contact Hours
MSW courses range from 2 to 4 semester credits. Depending on the number of credits, students will spend 16 to 32
hours in the classroom per course. Students will also be expected to engage in activities and independent study outside
of class.
Cohort Structure
MSW students are admitted to a particular cohort. Cohorts are distinguished by level of admission (foundation or
advanced standing), rate of attendance (full-time or part-time), and chosen concentration (Multicultural Clinical Practice
[MCCP] or Multicultural Macro Practice [MCMP]). Any changes to a student’s cohort selection must be approved by the
MSW director.
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Field Practicum
Foundation students complete 920 hours in two field practica; advanced standing students complete 500 hours in one
field practicum. Successful completion of the first field practicum, required for foundation students, is a minimum of 420
hours. Successful completion of the second field practicum, required for both foundation and advanced standing
students, is a minimum of 500 hours. Each practicum experience is spread over two semesters (fall and spring). These
hours are completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses.
MSW Curriculum Components
Foundation Curriculum
In the foundation courses and field practicum, you are introduced to social work as a profession. You will learn both
historical and contemporary theories and practice methods relating to both the individual and the environment. During
the foundation year, you will study human behavior and the social environment, history of social welfare policy,
research methods, assessment frameworks, family and community diversity, and social work values and ethics.
In the foundation curriculum you will apply this generalist knowledge of theories and practice methods in the generalist
field practicum. The field practicum is completed concurrently with your enrollment in two field seminar courses. The
full foundation curriculum is required of all students, with the exception of those admitted with advanced standing.
Before beginning the concentration curriculum, all foundation coursework and field hours must be successfully
completed.
Concentration Curriculum
After completing the foundation requirements, you will enroll in the concentration curriculum that you selected at the
time of application. You will also complete an advanced field practicum. Augsburg offers two concentrations:
Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP). In either concentration, you will deepen
your knowledge of the primary issues affecting families and communities, develop a range of client-centered approaches
to practice, gain a broader understanding of human diversity, develop competencies in practice-based research, and
learn practice or program evaluation techniques.
In the concentration curriculum, you will apply this advanced knowledge of theories and practice methods in the
concentration field practicum. The field practicum is relevant to your chosen concentration and is completed
concurrently with your enrollment in two field seminar courses. As a capstone to your MSW program, you will complete
a portfolio project or a summative evaluation project.
Multicultural Clinical Practice (MCCP) Concentration
Multiculturalism is a process requiring practitioners to have a deep awareness of their social and cultural identities, as
well as the ability to use multiple lenses when working with diverse populations. With person-in-environment as an
organizing perspective, multicultural clinical social work practice addresses the biopsychosocial and spiritual functioning
of individuals, families, and groups. To this end, graduates of the MCCP concentration develop competence in using
relationship-based, culturally informed, and theoretically grounded interventions with persons facing challenges,
disabilities, or impairments, including emotional, behavioral, and mental disorders.
Multicultural Macro Practice (MCMP) Concentration
In the tradition of Jane Addams, the heart of macro social work practice is directing energy toward changing agency,
government, and institutional policies that obscure or oppress people. While many social workers view their role as
focused on individuals and families, social workers must actively seek equality and justice for clients within agencies,
institutions and society. Social work leaders must advocate for social change where necessary to ensure social justice.
Similar to the MCCP concentration, it is important to address macro level social work practice within the context of
cultural understanding and awareness. The Multicultural Macro Practice concentration (formerly Program Development,
Policy and Administration) responds to this demand for leadership.
The macro social work practitioner recognizes the strengths and abilities of individuals and communities to implement
change. The social work macro practitioner works with these individuals to do so. In the MCMP concentration, you will
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learn the knowledge and skills necessary to work with others to achieve needed social change. You will also learn to
develop, lead, guide, and administer programs that serve diverse people in a variety of settings.
Portfolio or Summative Evaluation Project
Portfolio Project (MCCP students)
The goal of the MCCP Portfolio is to enhance the integration of theory and practice, as well as to offer more vivid
portrayals of a student’s academic and professional experience than traditional assessments. By definition,
portfolios are formative (i.e. designed for guided reflection and self-evaluation). However they are also summative
documents in that they illustrate students’ competencies. All MCCP students are required to create a portfolio
during their final year of study. Items in a portfolio might include videos, process recordings, reflective statements,
writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from service users,
self-evaluations of personal progress, and links to references.
Summative Evaluation Project (MCMP students)
All social workers must evaluate their practice to determine whether they are helping or harming clients. While in
the concentration practicum, MCMP students will design and implement a program evaluation for their summative
project. This project requires integration and application of knowledge and skills from both the foundation and
concentration curricula. Students develop their research while in their field internship and are advised by their field
seminar professor. Students conduct and present this evaluation/research project during their final year of study.
Master’s Thesis
Students in both concentrations have the option of completing a thesis in addition to either the portfolio or summative
evaluation project. Credit for the SWK 699 general elective is given for this option. Students work with a thesis advisor to
develop more in-depth research skills contributing to social work knowledge. To pursue the thesis option, students
should notify the MSW program director by the end of spring semester of the foundation year.
Degree requirements
To be conferred the MSW degree, students must achieve the following:
Successful completion of any admission conditions (see Admission to MSW)
Successful completion of all required MSW courses
No more than two courses with a grade of 2.5 and with a cumulative GPA of 3.0 or higher
Successful completion of 920 hours of approved field practica for foundation students or 500 hours of approved
field practicum for advanced standing students
Successful completion and submission of the portfolio project (MCCP) or the summative evaluation project (MCMP)
Successful completion of all degree requirements within 4 years of matriculation.
State of Minnesota Social Work Licensure
Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate
Social Worker (LGSW) license exam from the Minnesota Board of Social Work. To achieve LGSW licensure students must
pass the state board exam and complete the MSW degree.
To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker
(LICSW) license, one must work two years full-time (or 4,000 hours part-time) as an LGSW under the supervision of an
LISW or LICSW. Upon completion of the supervision requirement, one may take the LISW or LICSW state board exam.
For more information, go to the Minnesota Board of Social Work web page, www.socialwork.state.mn.us.
MSW Course Requirements
Foundation Courses
FALL
SWK 500 - Human Behavior and the Social Environment*
SWK 505 - Practice Methods and Skills 1: Individuals*
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SWK 530 - Integrative Field Seminar 1 (taken concurrent with first practicum)*
SPRING
SWK 509 - Human Behavior: Mental Health Assessment and Diagnosis
SWK 506 - Practice Methods and Skills 2: Groups and Families*
SWK 510 - Advanced Practice Methods (advanced standing students only)
SWK 535 - Integrative Field Seminar 2 (taken concurrent with first practicum)*
SWK 504 - Applied Research Methods (foundation students only)
SUMMER
SWK 501 - History of Social Welfare Policy*
SWK 516 - Practice Methods and Skills 3: Communities and Policies*
SWK 504 - Applied Research Methods (advanced standing students only)
*Course potentially can be waived for advanced standing students (BSW holders).
Concentration Courses
Multicultural Clinical Practice (MCCP) Concentration:
FALL
SWK 610 - Integrative Field Seminar 3: MCCP (taken concurrent with second practicum)
SWK 615 - Diversity and Inequality 1: MCCP
SWK 628 - MCCP with Individuals
SWK 629 - MCCP with Families
SPRING
SWK 611 - Integrative Field Seminar 4: MCCP (taken concurrent with second practicum)
SWK 616 - Diversity and Inequality 2: MCCP
SWK 630 - MCCP Policy Practice
SWK 631 - MCCP with Groups
SUMMER 1
SWK 634 - MCCP Supervision
SWK 639 - MCCP Elective
SWK 640 - MCCP Capstone
SWK 699 - General Elective
Multicultural Macro Practice (MCMP) Concentration:
FALL
SWK 651 - Integrative Field Seminar 3: MCMP (taken concurrent with second practicum)
SWK 657 - Diversity and Inequality 1: MCMP
SWK 660 - Research 2: Program Evaluation
SWK 667 - Organizations/Social Administrative Practice 1
SPRING
SWK 652 - Integrative Field Seminar 4: MCMP (taken concurrent with second practicum)
SWK 658 - Diversity and Inequality 2: MCMP
SWK 668 - Organizations/Social Administrative Practice 2
SWK 670 – Multicultural Macro Practice Policy
SUMMER
SWK 669 - Organizations/Social Administrative Practice 3
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SWK 699 - General Elective
SWK 671 – Multicultural Macro Practice Planning
Portfolio or Summative Evaluation Project
Completed and submitted in final year of study.
SWK 699 General Elective
Students in both concentrations complete at least one general elective course. The following are examples of elective
offerings that rotate each year:
Trauma, Theory, and Treatment in Multicultural Clinical Practice
Cognitive Behavioral Therapy in Social Work Clinical Practice
Spirituality and Social Work Practice
Empowerment of Services Users in Mental Health
Children’s Mental Health
We also offer short-term electives abroad, typically two weeks in length: Exploring Human Services in International
Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, Bolivia, China, and Hong Kong)
Fieldwork and Field Placement
Social work education goes beyond the classroom. Through the field experience, we expect that students will
demonstrate skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the
MSW program are essential to successful learning. The foundation of the practice includes:
Ethical, competent professional practice
Problem solving within a systems framework and strengths perspective
Use of advanced practice theories in Multicultural Clinical Practice or Multicultural Macro Practice settings
Evaluation of the effectiveness of program or practice activities
An understanding of and respect for diverse peoples and cultures
Responsibility and service to the local and global community in the interest of social justice
A commitment to oppose oppression of all forms
Field Education Format
Under the instruction and supervision of professionally-trained, MSW-level, and program-approved field instructors,
foundation students will spend a minimum of 920 hours in two field practica. Advanced standing students will spend a
minimum of 500 hours in one field practicum. Both the foundation and concentration practica are spread over 2
semesters (fall and spring). Both practica are concurrent with enrollment in integrative field seminars, as well as other
MSW coursework.
The fieldwork education of the MSW program is divided into two components:
Foundation Practicum
The foundation practicum, or generalist practicum, puts emphasis on developing competence as a professional
generalist social worker. It requires a minimum of 420 hours and is completed by students admitted at the
foundation level. Students spend an average of 15 hours per week during the fall and spring semesters in this
practicum.
Concentration Practicum
The concentration practicum places emphasis on advanced practice skills and leadership qualities related to the
chosen concentration. It requires a minimum of 500 hours and is completed by all students, including those
admitted with advanced standing. Students spend an average of 18 hours per week during the fall and spring
semesters in this practicum.
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Process for Field Practicum Selection
Field practica begin in the fall, but the selection process begins the previous spring in collaboration with two other Twin
Cities MSW programs. Students attend a field orientation before beginning their search. Augsburg College and the
University of Minnesota - School of Social Work jointly host a field fair where students meet a large number of agencies
and potential field instructors. Practicum selection involves interviews at approved sites, arranged by the student, and a
matching process conducted collaboratively by the field coordinators at the three MSW programs in the Twin Cities.
In some instances, students can petition to complete a field practicum at an agency not on the approved list or at their
place of employment. Students who wish to do so work with the MSW field coordinator for such proposals.
Field Practicum Settings
The Augsburg field faculty are committed to the success of each student in a stimulating and challenging field practicum.
Our current list of approved clinical and community practice field sites includes agencies in the following areas of
practice:
Family and children
Child welfare
Mental health
Crisis intervention
Senior resources
Family social policy
Health and human services
Corrections and probation
Public and independent schools
Youth services
Hospitals
Developmental disabilities
American Indian family services
Chronic and persistent mental illness
Chemical dependency
Court services
Immigrant, migrant, refugee services
Victims of torture
Faith-based social services
Neighborhood services
Legislation advocacy
Housing services
Employment services
Community organizing
Research centers
Dual Degree in Social Work and Theology (MSW/MA, Theology)
Augsburg College’s Department of Social Work (Minneapolis) and Luther Seminary (St. Paul) offer a dual degree: Master
of Social Work and Master of Arts in Theology (MSW/MA). The dual degree has been approved by both institutions and
by the Council on Social Work Education. If you are interested in combining a Master of Social Work with a Master of
Arts in Theology, we recommend you begin the Luther Seminary program first and identify yourself as seeking the dual
degree. For application information to Luther Seminary, visit their website at www.luthersem.edu/admissions.
Purpose
The dual degree focuses on meeting the educational interests of people planning to serve the spiritual and social needs
of families, individuals, and communities in both rural and urban settings. Both institutions have a commitment to social
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and economic justice and to teamwork in the pastoral and human service settings. This joint program is ecumenical in its
admission policies as well as its academic outlook.
Objectives
Three primary objectives have been established:
To educate practitioners in social work and ministry who can combine the values, skills, and knowledge of both
theology and social work to serve people in more holistic ways
To generate the partnerships necessary to serve the complex needs of communities and people experiencing
transition in their lives, including the change of government support for those in poverty
To prepare practitioners to seek the strengths of interdisciplinary teams in the human service and pastoral settings.
Enrollment
We recommend that dual degree students enroll in Luther Seminary courses first. Upon completion of this first year of
courses, students then enroll in Augsburg courses for a second and third year (full-time). In the dual degree, Luther
Seminary offers nine courses which can be completed in one year if pursued full-time. The remaining Luther Seminary
course requirements are waived and replaced by the Augsburg MSW curriculum. At Augsburg, dual degree students
complete the entire MSW curriculum with the exception of the SWK 699 general elective.
Course Format and Field Practicum
Luther Seminary courses are offered on a weekday schedule and Augsburg College courses are offered on a weekend
schedule. The field practicum is incorporated into the Augsburg curriculum and will be in a setting reflective of the dual
degree program, such as congregational multidisciplinary teams, nursing home chaplaincy, and social work teams. The
Luther Seminary program and the Augsburg College program are both full-time; it is not feasible for students to do both
programs simultaneously.
Summary of MSW/MA Theology Dual Degree Requirements:
9 courses at Luther Seminary
All required MSW courses at Augsburg College
MSW field practica credit hours (see guidelines under field practicum)
MSW portfolio or summative evaluation project
Admission to the Dual Degree
It is the responsibility of dual degree students to be aware of application deadlines for both institutions. Applicants must
apply to each program separately. Please note: admission to one institution does not guarantee admission to the other.
To request the catalog and application materials, you must contact each program separately. Financial aid is also a
separate process.
Dual Degree in Social Work and Business Administration (MSW/MBA)
Augsburg College offers a dual MSW/MBA degree in social work and business administration. Students enrolled in the
dual degree program learn to create better managed and financially sound service organizations to serve diverse
communities, both locally and globally.
Purpose
Many social service agencies today require that agency managers combine financial and business expertise with social
work practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that
demands the delivery of quality services with increasingly limited resources.
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Concentration
The MSW/MBA dual degree includes an accelerated third year of study for MSW students who elect the Multicultural
Macro Practice (MCMP) concentration. In this concentration, students learn to effect positive change in social service
systems through their work with communities, organizations, and social policy makers. Prior Augsburg MSW graduates
who have completed the necessary Multicultural Macro Practice (MCMP) coursework are eligible to return to complete
the MBA portion of the dual degree.
Schedule
Years 1 and 2 (September through June)
MSW classes meet on alternating weekends—Friday evenings, Saturday mornings, and Saturday afternoons—and
students engage in hybrid learning activities between class weekends.
Year 3 (12–16 months)
MBA classes meet one night per week. The MBA program includes a summer term. See the MBA section for required
courses for the dual degree.
Curriculum
Foundation or advanced standing coursework
Either 920 hours (foundation) or 500 hours (advanced standing) MSW field practicum experience
The MSW summative evaluation project may be accepted by the MBA program as partial fulfillment of the MBA
project.
Complete a minimum of eight MBA courses for students who completed the MSW degree 2002 and beyond;
complete a minimum of nine MBA courses for students who completed the MSW degree prior to 2002
For more information regarding the MBA coursework required for the MSW/MBA dual degree, see the MBA section.
MBA Admission
MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait
to apply to the MBA program until their concentration year. The GMAT is waived for MSW/MBA dual degree applicants.
MBA application materials include: completed application, two short essays, an updated resume, two letters of
recommendation, and a personal interview with the MBA program director. Admission to one program does not
guarantee admission to the other.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to MSW
The Augsburg College MSW program promotes the widest possible diversity within its student population. Therefore,
the admission policies ensure that educational opportunities are provided to persons with a range of abilities,
backgrounds, beliefs, and cultures.
Listed below are general descriptions for the application process. Refer to the online 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 application deadline is January 15 each year for matriculation in the following academic year. All application
materials noted below are due by the application deadline. For more information go to www.augsburg.edu/msw or call
612-330-1101.
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Completed application form
$35 application fee
One official transcript from each previously-attended postsecondary institution. This includes colleges, universities,
vocational/technical institutions, and PSEO institutions.
Liberal arts prerequisite coursework including four social sciences, three humanities, one biology, and one statistics
course. These courses must be completed prior to enrollment.
Completed BSW course equivalency checklist (for advanced standing applicants)
Three recommendation checklist forms, with letters attached, submitted online
Typed personal statement responding to the questions noted on the application form
Results of the TOEFL language tests, if applicable
Official international credit evaluation course-by-course review (for degrees completed outside of the United States)
Admission as an international student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Admission as a transfer student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
Transfer students may receive up to 22 transfer credits. (See Evaluation of Transfer Credit in the Academic Programs and
Policies section of this catalog.) Eligible courses must be from a CSWE-accredited MSW program and students must have
received a grade of B (3.0) or higher. Students must complete no fewer than 30 credits at Augsburg in order to receive
their MSW degree from Augsburg College.
We do not grant academic credit for work or life experience.
Admission with Advanced Standing
Advanced standing is an application category open to those with a bachelor’s degree in social work from a program that
is accredited by the Council on Social Work Education (CSWE). Advanced standing applicants may seek waivers for the
following eligible MSW courses: Human Behavior and the Social Environment, History of Social Welfare Policy, Practice
Methods and Skills 1 and 2, and Integrative Field Seminars 1 and 2 (which include 420 field practicum hours). Advanced
standing applicants must offer an equivalent BSW course for each with a grade of B (3.0) or higher in order to receive a
waiver.
Academic Policies
Academic Achievement
Students must maintain at least a 3.0 cumulative grade point average in the MSW program. If a student falls below a 3.0
average, the student will be placed on academic probation. A 3.0 cumulative grade point average must be restored in
order for a student to be removed from probation. If the cumulative grade point average again falls below 3.0, the
student may be dismissed from the program. Students are retained in the program who can:
Maintain expected grade point average (3.0 or higher)
Complete course requirements of the program and field placement in a timely manner
Complete the program within four years
Abide by the department’s Standards for Social Work Education and the NASW Code of Ethics
No more than two courses with a grade of 2.5 will count toward the degree. Courses with a grade below 2.5 must be
repeated. No more than two courses can be repeated. Only the credits and grades earned the second time are counted
in the grade point average. If a student receives a grade below 2.5 in a field course, the MSW director will initiate a Level
3 review, as outlined in section 3.2 of the Standards for Social Work Education.
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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.
Four-Year Limit
All students are required to finish the degree within four years of matriculation. See the Academic Programs and Policies
section of this catalog for policy on continuation of coursework or final thesis.
Leave of Absence
Students who interrupt their program enrollment must request a leave of absence through the MSW program in order
to maintain their admitted status. The request must be made in writing or via the student’s Augsburg email account. A
leave of absence typically requires a full year away from the program in order to return to classes in sequence.
Prerequisite Courses
All foundation courses are prerequisite to the concentration courses. Students may not enroll in the concentration
courses until successfully completing all foundation courses. In addition there are individual courses that are
prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Handbook.
Program Costs
In addition to tuition fees, MSW students can expect to a pay a facilities fee and a field program fee. Students can also
expect to purchase textbooks and student liability insurance when in a field placement. There may also be additional
fees associated with short-term electives abroad.
Graduate Scholarship Search Tips
As you may know, graduate students do not have access to many of the financial aid opportunities open to
undergraduates. Because of this, we strongly encourage you to spend time doing your own independent research into
graduate funding available locally, nationally, and internationally.
The simplest way to begin a search for graduate funding is to look online. There are many scholarship search engines
online. The following websites may provide a good starting point for your search:
www.naswfoundation.org
www.gradloans.com
www.cswe.org
www.gradschools.com
www.mnssa.org
www.fastweb.com
www.aauw.org
www.gradview.com
www.finaid.org
www.petersons.com
www.studentaid.ed.gov
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).
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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, LGBT, Hispanic and Immigrant
Cultures in completing their education in the Human Service Field. Applications due in June (see
www.mnsocialserviceassoc.org).
Marjorie J. Carpenter Scholarship
One $1,500 award offered to students seeking education in the human service field so they may enhance their
professional and/or technical skill development. Applications due in June (see www.mnsocialserviceassoc.org).
Augsburg Scholarships
Augsburg’s Social Work Department offers several scholarships each year. Students who are enrolled in the first year of
the program are eligible to apply. Awards range in amount from $300 to $1,500.
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 semester. This would apply to all semesters of your MSW program. Contact the Enrollment Center for
more information.
Augsburg Partnership Grant
The Augsburg Partnership Grant applies to new enrolling students only and allows employees of partner institutions to
receive a 10% tuition discount. Application fees of $35 are also waived. If a student enrolls in an Employer Tuition
Reimbursement Payment Plan, the $20 processing fee is also waived. Contact the Enrollment Center for more
information.
Military Discount
See description in the Financing Your Education section of the catalog.
MSW Forum
All MSW students are invited to participate in the student-run organization, the MSW Forum. The purpose of the forum
is to facilitate communication between social work students and the social work department, as well as to provide the
opportunity for student participation in departmental governance, curriculum development, and program
improvements. As such, forum members are invited to attend Social Work Department meetings via representatives.
The forum has historically been volunteer based. Any student may serve on the forum, provided the student can make a
commitment to attend the meetings and share in the efforts. The MSW director and MSW program coordinator also
serve on the forum. Other faculty may be invited as permanent members or as guests.
Past forum members established these guidelines:
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Provide an avenue for students to share and discuss ideas and/or concerns related to the MSW educational
experience with the Social Work Department
Encourage constructive dialogue among students, faculty, and department and College administrators
Make recommendations to the department regarding program improvements
Receive and give feedback on expectations of faculty, students, and the College
Plan and coordinate MSW student events, lectures, discussions
Organize social action projects
MSW Faculty
Laura Boisen, Professor of Social Work, MSW Field Coordinator. BS, Wartburg College; MSSW, University of Wisconsin;
MPA, Iowa State University; PhD, University of Minnesota.
Lois A. Bosch, Professor of Social Work, MSW Program Director. BA, Northwestern College; MSW, University of Iowa;
PhD, University of Illinois-Urbana-Champaign.
Ankita Deka, Assistant Professor of Social Work. BA, Delhi University; MSW, Tata Institute of Social Sciences; PhD,
Indiana University.
Christina Erickson, Associate Professor of Social Work, BSW Field Coordinator. BS, University of Minnesota; MSW,
University of Minnesota-Duluth; PhD, University of Illinois-Chicago.
Melissa Hensley, Assistant Professor of Social Work, Field Education Coordinator. BA, MSW, PhD, Washington University
in St. Louis; MHA, University of Missouri–Columbia.
Bibiana Koh, Assistant Professor of Social Work, BSW Program Director. BA, Hartwick College; MA, Columbia University;
MAT, School for International Training; MSW, Smith College; PhD, University of Minnesota.
Barbara Lehmann, Associate Professor of Social Work. BA, Knox College; MSW, Tulane University; PhD, Case Western
Reserve University.
Nancy Rodenborg, Associate Professor of Social Work. BA, Indiana University; MSW, University of Minnesota; MIA,
School of International Training; PhD, University of Arizona.
Michael Schock, Associate Professor of Social Work, Department Chair. BA, University of Washington; MSW, University
of Minnesota; PhD, University of Washington.
MSW Staff
Doran Edwards, BSW Program Assistant Director
Emily Glynn, MSW Program Coordinator
Hayley Thomas, Administrative Assistant & Field Assistant
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Augsburg College Board of Regents
For more details, go to www.augsburg.edu/about/leadership/regents.
Andra Adolfson
Dan W. Anderson ‘65
Ann B. Ashton-Piper
Jennifer P. Carlson, J.D.
Karen A. Durant ’81
Matthew K. Entenza, J.D.
Mark A. Eustis
Alexander J. Gonzalez ‘90
Norman R. Hagfors
Jodi L. Harpstead
Bishop Richard N. Hoyme, ex-officio
Diane L. Jacobson, Ph.D.
Rev. Rolf A. Jacobson, Ph.D.
Eric J. Jolly, Ph.D.
Wayne D. Jorgenson ‘71
Toby Piper LaBelle ‘96
The Honorable LaJune Thomas Lange ’75, J.D.
Steven E. Larson ’71, M.D.
André J. Lewis ’73, Ph.D.
Dennis J. Meyer ‘78
Pamela Hanson Moksnes ‘79
Paul S. Mueller ’84, M.D.
Jeffrey M. Nodland ’77
Lisa M. Novotny ’80
Paul C. Pribbenow, Ph.D.
Curtis A. Sampson
Earl W. Sethre ‘68
Dean A. Sundquist ‘81
Bishop Ann M. Svennungsen, ex-officio
Gary A. Tangwall ’80
Rev. David L. Tiede, Ph.D.
Rev. Norman W. Wahl ’76, D.Min.
Bonnie Wallace
Steven J. Wehrenberg ‘78
Rev. Mark N. Wilhelm, Ph.D., ELCA advisory member
ELCA Congregational and Synodical Mission
Executive Director
The Rev. Dr. Stephen Bouman
Program Director for Schools
The Rev. Dr. Mark Wilhelm
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Show less
The Class of 2014 reflects
Grants gain ground
Spotlight on research
Faithful and relevant
AN
EDUCATION
ACTIVE
SUMMER 2014 | VOL. 76, NO. 3
INSIDE
AUGSBURG NOW
Vice President of Marketing
and Communication
Rebecca John ’13 MBA
rjohn@augsburg.edu
Director of Marketing
Communication
Kat... Show more
The Class of 2014 reflects
Grants gain ground
Spotlight on research
Faithful and relevant
AN
EDUCATION
ACTIVE
SUMMER 2014 | VOL. 76, NO. 3
INSIDE
AUGSBURG NOW
Vice President of Marketing
and Communication
Rebecca John ’13 MBA
rjohn@augsburg.edu
Director of Marketing
Communication
Kathy Rumpza ’05 MAL
rumpza@augsburg.edu
Director of News and
Media Services
Stephanie Weiss
weisss@augsburg.edu
NOTES FROM PRESIDENT PRIBBENOW
An alternative narrative of higher education
Our colleague, Harry Boyte, who heads Augsburg’s
Center for Democracy and Citizenship, recently
argued in The Huffington Post that America
needs an alternative narrative of higher education, one that focuses not on meritocratic
excellence, but on “cooperative excellence...[the]
principle that a mix of people from highly varied
backgrounds can achieve remarkable intellectual,
social, political, and spiritual growth if they have
the right encouragements, resources, challenges,
and calls to public purpose.” And, as Harry
further points out, we have the makings of this
alternative story of higher education in institutions like Augsburg, with its rich heritage of faith,
learning, and service.
And so we do, as this issue of Augsburg Now
so compellingly illustrates. You hear it in the
stories our recent graduates tell about what they
love about Augsburg—its people, its location, its
diversity, its commitment to service and justice, its
educational experience like no other. You hear it in
the tributes to retiring faculty members like Donald
“Gus” Gustafson and athletic legends like Edor
Nelson ’38 and Ed Saugestad ’59—even as you
read the accomplishments of this year’s distinguished teachers and scholars, future legends. You
hear it in accounts of innovative theater programming, bringing together students from Augsburg
and the University of Minnesota to perform a
groundbreaking production of Peer Gynt at the
university’s arboretum. You hear it in the voices
of students and alumni sharing their vocational
journeys, shaped in this remarkable community.
The power of the Augsburg story is that it is
not new—it is what I call “the saga of Augsburg”
(see my recent essay, “Lessons on Vocation and
Location: The Saga of Augsburg College as Urban
Settlement” at augsburg.edu/president/presentations), a story that is grounded in our rich history
as a college dedicated to the Lutheran Christian
faith, to the power of a liberal arts education, to
vocational discernment, and to our urban setting.
And it is a story more relevant than ever, as it
counters the ways in which higher education is
viewed as a commodity to be purchased, a ticket
simply to a successful career, a stepping stone
instead of a firm foundation.
Our society needs an alternative story about
higher education in order to recover its soul.
Augsburg offers such a story in both its history and
its aspirations as a 21st century “student-centered
urban university, small to our students and big for
the world.” And now we need to recruit a corps of
storytellers—good folks like you—who know this
story well and are willing to stand with us to share
it with the world. In our tradition, that is called
evangelism. Will you join us?
Integrated Communication
Specialist/Augsburg Now
Project Manager
Laura Swanson
swansonl@augsburg.edu
Creative Associate
Denielle Johnson ’11
johnsod@augsburg.edu
Marketing Copywriter
Christina Haller
haller@augsburg.edu
Photographer
Stephen Geffre
geffre@augsburg.edu
Production Manager/Now Online
Mark Chamberlain
chamberm@augsburg.edu
Assistant Vice President
for Advancement
Kim Stone
stonek@augsburg.edu
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
Faithfully yours,
PAUL C. PRIBBENOW, PRESIDENT
Send address corrections to:
Advancement Services
CB 142
Augsburg College
2211 Riverside Ave.
Minneapolis, MN 55454
langemo@augsburg.edu
Email: now@augsburg.edu
summer 2014
AUGSBURG NOW
Features
12
9
16
23
12
16
24
29
Faithful and relevant
BY REBECCA JOHN ’13 MBA
We love Augsburg
EDITED BY LAURA SWANSON
What is it?
BY LAURA SWANSON
Grants gain ground
COMPILED BY STEPHANIE WEISS
Departments
inside
front
cover
Notes from President Pribbenow
02 Around the Quad
09 My Auggie experience
15 Auggie athletics
23 Auggie voices
30 Alumni news
35 Alumni class notes
15
24
38 In memoriam
40 It takes an Auggie
On the cover
Each summer, Augsburg College students complete on-campus research activities across a
wide range of academic disciplines. Learn about Auggies’ recent projects on page 24.
Correction: The Spring 2014 issue of Augsburg Now included an archival photo of Science Hall as part of the My Auggie
experience story. The caption accompanying the image should have noted that the building, in its early years, housed the
home economics department in addition to the offices, laboratories, and rooms named.
All photos and archival photo compilations by Stephen Geffre unless otherwise indicated.
AROUND THE QUAD
Excellence in
teaching and learning
Choir performs
throughout Ireland
The 2014 Distinguished Contributions recipients [L to R]:
Shana Watters, Phil Adamo, and Stacy Freiheit.
Each year, the Augsburg College faculty recognizes select colleagues with
the Distinguished Contributions to Teaching and Learning awards—acknowledging those who have demonstrated outstanding support for students through
teaching, advising, and mentoring.
The 2014 recipients include:
The Augsburg Choir delivered their annual
Bon Voyage Performance May 2, then traveled to Ireland for an international tour. The
group performed in Cork, Dublin, Limerick,
and Newbridge; they also took time to visit
the Rock of Cashel, Blarney Castle, and the
Cliffs of Moher on Ireland’s rugged western
coast. To read more about their trip, visit
the students’ blog at engage.augsburg.edu/
augsburgchoir.
EXCELLENCE IN TEACHING: Stacy Freiheit, associate professor of psychology
“As a professor, [Stacy] ensures that she engages students in the material
that she is teaching and makes it personal…She is very creative and open,
and implements a multitude of methods to help students learn—from videos,
to interviews, to live demonstrations.” —Amineh Safi ’14, psychology and
political science major
Day at the Capitol
EXCELLENCE IN SCHOLARSHIP: Phil Adamo, associate professor of history and
director of the Medieval Studies Program
“[Phil] has an ability to fold students into his scholarship, providing them
with rich and meaningful experiences that develop them as young scholars.”
—Dixie Shafer, director of Augsburg’s Office of Undergraduate Research and
Graduate Opportunity
EXCELLENCE IN ADVISING AND MENTORING: Shana Watters, associate professor
of computer science
“[Shana] really shines. She is interesting; she is supportive; she has high
expectations; she is fun. She takes her responsibility to her students very
seriously, but never takes herself too seriously. As a result, she has been a
remarkable mentor to many students, even those who have not chosen to
pursue computer science.” —Carrie Shidla, Augsburg program manager and
assistant director of academic advising
2
Augsburg Now
Brid Henry ’16 meets Minnesota State Sen. Charles Wiger
during the Day at the Capitol event.
This spring, Augsburg Day at the Capitol gave
students a voice in the important debate surrounding the Minnesota State Grant program.
Augsburg students met with lawmakers and
wrote letters advocating continued support for
this important financial aid.
City and state officials judge
‘The Great Economic Debate’
Courtesy of University of Minnesota Children’s Hospital
at
[L to R]: Saint Paul Mayor Chris Coleman, Minnesota Department of
Commerce Commissioner Michael Rothman, and Minneapolis Mayor
Betsy Hodges.
MASTER OF MUSIC THERAPY
Augsburg’s music therapy program has provided students with a
holistic approach to health care through music medicine since
1974. To build on that tradition, Augsburg is launching a music
therapy graduate program in the Twin Cities beginning this fall.
The Master of Music Therapy (MMT) program will engage students in
life-changing experiences and experiential learning, and foster a
holistic view of the use of music in health, healing, and well-being.
For more information about the MMT, visit augsburg.edu/mmt.
The Minnesota Urban Debate League (MNUDL)—a program
of Augsburg College—in May hosted its second Mayor’s
Challenge. Saint Paul Mayor Chris Coleman, Minnesota
Department of Commerce Commissioner Michael Rothman,
and Minneapolis Mayor Betsy Hodges served as judges
for a student debate resolving that the North American
Free Trade Agreement has been beneficial for the
economy of Mexico and the United States, specifically
Minnesota. This spring, MNUDL also hosted its first
Spanish Debate Invitational, a Spanish tournament for
Twin Cities middle and high school students, as a way
to make forensics available to more students and to
help extend the reach of the positive work of MNUDL.
Courtesy photo
STROMMEN SPEAKERS SERIES
This April, the Strommen Executive Speakers Series, which
brings local business leaders to campus to share insight and
expertise, featured Jon Campbell, executive vice president of
Wells Fargo. With 36 years of banking experience at Wells
Fargo, Campbell presented “Finding Vocation in Corporate
Philanthropy,” touching on his career path, which has been
characterized by a strong emphasis on community service.
CONNECT. NETWORK. LEAD.
Summer 2014
3
AROUND THE QUAD
Honoring our retired faculty
WILLIAM ARDEN
DONALD “GUS” GUSTAFSON
Assistant Professor, Business
Administration
Professor, History
Joined the College – 2005
Education – bachelor’s, Gustavus
Adolphus College; master’s and
PhD, University of Wisconsin
Education – bachelor’s, New
York University; master’s,
Northeastern University (Boston);
MBA, Boston University
“One of my most memorable
experiences as a teacher was my first time in a classroom.
I taught a graduate marketing course (at another institution)
and walked out of class the first night saying, ‘I haven’t had
this much fun in a job in a long time!’”
Joined the College – 1961
Gustafson thrives most on
the sheer delight of teaching—
students from his classes usually
remember Rasputin, Alsace-Lorraine, and Che Guevara.
GRETCHEN IRVINE
Assistant Professor, Education
RUTH ENESTVEDT
Joined the College – 1993
Assistant Professor, Nursing
Education – bachelor’s, College
of St. Teresa; master’s, University
of Wisconsin-River Falls; PhD,
University of Minnesota
Joined the College – 1999
Education – bachelor’s, St.
Olaf College; master’s and PhD,
University of Minnesota
“We assume that people are
experts in their own lives. We
provide useful, relevant service
that respects what the person brings to the situation.”
MARK ENGEBRETSON
Professor, Physics
Joined the College – 1976
Education – bachelor’s, Luther
College; Master of Divinity,
Luther Theological Seminary;
master’s and PhD, University of
Minnesota
One of the most important
features of Engebretson’s work is sharing it with his
students. His research grants from NASA and the
National Science Foundation have supported dozens of
undergraduate student research opportunities that educate
and motivate science students.
4
Augsburg Now
“I believe in using the
community as a research tool
and bringing the community into the classroom through
resource speakers. Respect for the unique characteristic of
each student is essential.”
JEFFREY JOHNSON
Associate Professor, Physics
Joined the College – 1985
Education – bachelor’s, master’s,
MBA, and PhD, University of
Minnesota
Johnson likes to teach
quantum physics and astronomy,
which, he says, “allows me
to give my students an appreciation of the wonder and
weirdness of our universe.”
ASHOK KAPOOR
Associate Professor, Business
Administration
Joined the College – 1998
Education – bachelor’s and master’s,
University of Delhi; master’s and
MBA, University of Minnesota; PhD,
Temple University
“Augsburg is different from
other institutions in that we have a vocational aspect to our
education, which fits in with my thinking. I tell my students
that they can do whatever they want, as long as they excel.
They will then be happy in life.”
DAWN LUDWIG
Director and Assistant Professor,
Physician Assistant Studies Program
Joined the College – 1995
Education – bachelor’s, University
of Colorado-Denver; master’s
and PA Certificate, University of
Colorado Health Science Center;
PhD, Capella University
One of the guiding principles in Ludwig’s approach to
teaching is to help students maintain a focus on service to
others, and to always be aware of how one good deed can
bless another person’s life.
ROBERT STACKE ’71
Associate Professor and
Department Chair, Music
Joined the College – 1990
Education – bachelor’s, Augsburg
College; master’s, University of
St. Thomas; PhD, University of
Minnesota
“I am very proud of the
number of students who have a chance to be involved in
Augsburg’s music program. One of the benefits of attending a
liberal arts college is having the opportunity to perform even
if you are not a music major.”
Faculty Recognition Luncheon
This spring, Augsburg celebrated
the careers and contributions of
retiring faculty members at the
Faculty Recognition Luncheon. The
event included a program and a
display of recent scholarship and
teaching materials.
CELEBRATING STUDENT SUCCESS
Scholarships and fellowships
Augsburg students earned a range of prestigious accolades
during spring semester, including the following:
BARRY GOLDWATER SCHOLARSHIP
Eric Bowman ’15, a biology and
chemistry major and McNair
Scholar, received an honorable
mention in the Barry Goldwater
Scholarship competition.
The Goldwater Foundation
provides $7,500 undergraduate
scholarships to students who
plan to pursue a research career
in a STEM (science, technology,
engineering, and mathmatics)
field, and the scholarship is the
premier undergraduate award
of its type in these fields. Bowman was one of only eight
Minnesotans to receive an honorable mention this year.
BENJAMIN A. GILMAN INTERNATIONAL SCHOLARSHIP
Sponsored by the U.S. Department of State, the Benjamin
A. Gilman International Scholarship Program offers grants
for U.S. citizen undergraduate students of limited financial
means to pursue academic studies or credit-bearing, careeroriented internships abroad. Since 2008, 36 Auggies
have been awarded a total of $150,000 from the Gilman
International Scholarship.
This spring, sociology and psychology major Pa-Loo Lor ’14
studied at Augsburg’s exchange partner, Hong Kong Baptist
University. This summer, GaoSheng Yang ’14 studied and
interned in Shanghai. She is an international relations major
with a minor in management information systems. And this
fall, biology major Fowsia Elmi ’15, international business and
finance major Smeret Hailom ’15, and sociology major Ayan
Khayro ’15 will study in Turkey; and music major Elizabeth
Fontaine ’16 will study in Indonesia.
HAWKINSON AWARD
The Hawkinson Foundation for Peace & Justice has awarded
Ibrahim Al-Hajiby ’14 the Vincent L. Hawkinson Foundation
Scholarship. This scholarship was created by the Foundation
to encourage students who have already demonstrated a
6
Augsburg Now
commitment to peace and justice to strive for peace and
justice both in their educational pursuits and in their personal
and professional lives.
KEMPER SCHOLARS PROGRAM
Najma Warsame ’17, a communication studies student, was
named the College’s fourth Kemper Scholar. Students in this
prestigious program, which is funded by the James S. Kemper
Foundation, receive academic scholarships and stipends to
cover the costs of two summer internships in major nonprofit
and for-profit organizations. Augsburg is one of only 16
U.S. liberal arts colleges with the Kemper Scholars Program
distinction.
NEWMAN CIVIC FELLOWS AWARD
Vincent Henry ’15 was named a Newman Civic Fellow for
2014. The Newman Civic Fellow Award is a Campus Compact
distinction recognizing students who—through service,
research, and advocacy—work to identify the root causes of
social issues and effective mechanisms for creating lasting
change.
PHILLIPS SCHOLARSHIP
Each year, the Minnesota Private
College Council awards six
scholarships from the Jay and
Rose Phillips Family Foundation
of Minnesota to students
who attend its 17 member
institutions. This year, two of the
six were awarded to Augsburg
students Sagal Ali ’16 and Muna
Mohamed ’15. Ali will work on a
project that addresses the high
risk of obesity and the rise of
diabetes among Somali women,
while Mohamed’s project will focus on engaging Muslim
women in sports while honoring their religious and cultural
beliefs.
2014 PRESIDENTS’ CIVIC ENGAGEMENT STEWARD AWARD
The Augsburg student group Students for Racial Justice
won the Presidents’ Civic Engagement Steward Award at
the Minnesota Campus Compact Summit that took place
this spring. This award recognizes those who have advanced
their campus’s distinctive civic mission by forming strong
partnerships, supporting civic engagement, and working to
institutionalize a culture and practice of engagement.
Student research awards and
achievements
ROSSING PHYSICS SCHOLARS
STUDENTS PARTICIPATE IN
ZYZZOGETON 2014
Two Augsburg College students have been named Rossing
Physics Scholars for 2014-15. Juan Tigre ’16 and Fikre
Beyene ’16 will receive $10,000 and $7,000, respectively.
The Rossing Fund for Physics Education Endowment in
the ELCA Foundation was established in 2005 for physics
majors at the 27 ELCA colleges.
TRAVELERS EDGE SCHOLARS AND TRAVELERS INTERNSHIPS
Stella Richardson Hohn ’15 and Lee Thao ’15 are interning
in St. Paul and Hartford, Conn., respectively, as part of the
Travelers Insurance Empowering Dreams for Graduation
and Employment (EDGE) program. This program focuses on
college recruitment and retention of low-income and firstgeneration students, and enhances awareness of careers in the
insurance and financial industries. In Minnesota, the focus
specifically is on students graduating from both the St. Paul
and Minneapolis public school districts.
Five additional Auggies—Lorreal Edwards ’16, Liban
Elmi ’16, Lyton Guallpa-Naula ’16, Angela Hernandez ’16, and
Seng Vue ’16—also will complete internships at Travelers
Insurance in St. Paul. This group will participate in professional
and leadership development workshops supported by the
Kemper Foundation to prepare for their internship opportunity.
VANN FELLOWSHIP
Michelle Grafelman ’15, an
Augsburg Presidential Scholar,
was awarded the $5,000 Vann
Fellowship in Biomedical Ethics at
Mayo Clinic. As a summer fellow,
she is working with physician and
research mentors within Mayo’s
Program in Professionalism and
Ethics to examine issues such as
end-of-life care, genetic therapies,
and patient consent, among others.
Zyzzogeton is an opportunity to
hear about the exciting scholarship
happening on campus. This year,
more than 80 students presented
their research and creative activity
to the Augsburg community in
the annual spring poster session,
which is sponsored by the Office
of Undergraduate Research and
Graduate Opportunity (URGO),
the McNair Scholars program, and
the Louis Stokes Alliance for Minority Participation (LSAMP)
program.
SUMMER 2014 OFF-CAMPUS RESEARCH APPOINTMENTS
This summer, several Auggie researchers will be building their
skills to support graduate school admissions and careers in
the sciences.
• Elly Bier ’14—physics; National Institute of Standards and
Technology
• Weih Borh ’16—chemistry; Rensselaer Polytechnic Institute
(LSAMP Summer Research Program)
• Chris DeVet ’15—chemistry; CIMA Labs pharmaceuticals
• Becca Freese ’16—biology and mathematics; University of
Minnesota (Summer Institute in Biostatistics)
• Kirubel Frew ’14—chemistry; working with Armon Sharei and
Katarina Blagovic at Harvard University and Massachusetts
Institute of Technology, respectively
• Cedith Giddings ’15—biology; University of Minnesota
(CHE-CTSI Advanced Research Program and Undergraduate
Research Program)
• Michelle Grafelman ’15—biology; Mayo Clinic (Vann
Fellowship in Bioethics)
Summer 2014
7
CELEBRATING STUDENT SUCCESS
• Daniel Hildebrandt ’15—biology and chemistry; Mayo Clinic
(Summer Undergraduate Research Fellowship)
• Taylor Kuramoto ’15—mathematics; University of Tennessee,
Knoxville (National Institute for Mathematical and
Biological Synthesis)
•
Oscar Martinez ’16—
chemistry; Scripps Research
Institute in Jupiter, Fla.
(Summer Undergraduate
Research Fellows Program)
• Bethany Marlette ’14—biology;
Mayo Clinic
•
Yemi Melka ’15—chemistry and
international relations; Friends
Committee on National
Legislation in Washington, D.C.
• Lily Moloney ’15—chemistry;
Scripps Research Institute in La Jolla, Calif. (Summer
Undergraduate Research Fellows Program)
• Promise Okeke ’15—biology; Harvard Stem Cell Institute of
the Harvard Medical School
• Andrew Roehl ’15—chemistry; Colorado State University
(Summer Research Experience for Undergraduates)
• Ben Swanson ’15—chemistry; Northwestern University
(Materials Research Science & Engineering Center)
• Sadie Tetrick ’16—physics; Dartmouth College Physics
Department
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Augsburg Now
POSTERS ON THE HILL
Each spring,
the Council on
Undergraduate
Research hosts its
annual undergraduate
poster session,
Posters on the Hill, in
Washington, D.C. At
the event, students
meet members of
Congress, funding agencies, and foundations, and have the
opportunity to advocate for undergraduate research programs.
Summa cum laude English graduate Margo Ensz ’13
was among the top 10 percent of applicants selected to
present and received an honorable mention for her URGO
summer research project, “Analyzing the Persistence of a
Sense of Place Among Young Adults in the Technology-Rich,
A-Contextual 21st Century,” advised by Colin Irvine, Augsburg
College associate professor of English.
SCHOLARS AT THE CAPITOL
During spring semester, Augsburg
TRIO McNair Scholars Amineh
Safi ’14 and David Fowler ’14
participated in the 11th annual
Private College Scholars at the
Capitol event. Each private
college in Minnesota annually
selects two students to attend the
event and present their research.
Safi’s research topic, “Racializing
Islam: Newspaper Portrayal of
Crime Involving Muslims and
Islam,” is a descriptive content
analysis examining how crimes
involving Muslims are portrayed
in the Star Tribune and the St. Paul Pioneer Press. Fowler’s
research focused on methods for studying heart development
and function in the model organism Daphnia magna.
MY AUGGIE EXPERIENCE
PEASANTS
AND TROLLS,
COLLABORATIONS
AND CHALLENGES
BY STEPHANIE WEISS
▲ Nearly 1,000 theatergoers visited the
Minnesota Landscape Arboretum for
Peer Gynt’s three-day run. The character
of Peer Gynt was played by University of
Minnesota student Joe Kellen.
I
▲ Peer Gynt visits the troll kingdom in an attempt to marry the troll princess.
Imagine it’s spring and you are at a site
USA Today named as among the nation’s
10 greatest places in America to smell
the flowers. You start to meander along
a footpath that will lead you through a
natural habitat of trees and ferns to rolling
prairie and lowlands, all while birds sing
after a long winter.
As you round the corner from the
Minnesota Landscape Arboretum’s
visitor center, you come across a small
homesteader’s cabin. It’s nestled among
the trees. A group of people, dressed as
peasants from the 1800s, bicker with one
another. You’ve just walked smack into the
middle of the set of Peer Gynt, a play by
Henrik Ibsen, being performed by students
from Augsburg College and the University
of Minnesota-Twin Cities.
The site-specific performance—a
production shaped by the unique place in
which it is performed and that relies upon
existing landscapes and features to serve
as the stage and sets—was the first time
the two schools collaborated and probably
the first site-specific production of this
▲ [Top of page] An audience watches an opening scene from Peer Gynt, a production by Augsburg College and the
University of Minnesota-Twin Cities. The Minnesota Landscape Arboretum’s historic Berens Cabin serves as the
backdrop for dialogue between the Peer Gynt character and his mother, seated on the wheelbarrow.
Summer 2014
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said. “We thought the universe might
like them to meet. We wanted to see
new alliances formed and to create more
opportunities for artistic intersections
because theater and artists are best
served when more and more connections
can be made.”
The staging of this classic
Norwegian tale at a Minnesota landmark
also was a testament to the academic
excellence driven by Augsburg faculty
and alumni who create multifaceted
student-learning experiences.
“Faculty know that in order to
develop students’ abilities to think
critically and to solve problems—
essential 21st-century skills—we
need to expose them to hands-on
opportunities to work together,
to interact with people who think
differently from themselves, and to
provide time to reflect upon and voice
what they learn,” Engen said.
STUDENTS CO-CREATE SCRIPT
That multi-layered complexity drew
students to the story. Boo Segersin ’15,
an Augsburg theater major pursuing
A children’s playground serves as the set for a scene in Peer Gynt.
Existing landscape features are used to stage site-specific theater.
▲
scale for Twin Cities’ theatergoers.
“This adaptation demanded new
partnerships between schools and with
many theater artists—puppeteers,
movement specialists, musicians, [and]
fight choreographers. We pummeled
students with new experiences and
gave the audience a spectacular
performance,” said Darcey Engen
’88, associate professor and chair of
Augsburg’s Theater Arts program.
Collaborating with the University
of Minnesota allowed Engen and her
counterpart, Luverne Seifert ’83, to
assemble the large cast required by
the play: about 40 student actors in
all. And the complexity of the script
meant students would build new skills
in collaboration, forge friendships,
and nurture the beginnings of new
professional networking relationships
in the tightly connected world of Twin
Cities theater.
“It seemed odd to Darcey and me
that each night there were groups of
students creating all of this amazing
artistic energy, and they were only three
blocks away from one another,” Seifert
minors in musical theater and
Norwegian, said she was drawn in by the
density of Peer Gynt.
“I read the play over winter break
and wondered how we could do it. It’s
on mountains. It’s in mountains. There
are trolls. Just the landscapes were a
challenge in themselves,” Segersin said.
The students worked with Sarah
Myers, Augsburg College assistant
professor of theater arts, to adapt the
script and halve the length of the play.
“I was nervous to work on the script,
but one of the best parts was working—
as a full cast—with Sarah to cut things
down,” Segersin said. “We found the
‘red thread,’ the core storyline that runs
through the script, and, with that, found
our way.”
That thread allowed the students
to take the play from the three-hour
adaptation by famed Minnesota poet
Robert Bly to a compact 90 minutes
that was accessible to newcomers of all
ages but that remained engaging and
challenging for seasoned theatergoers.
It’s quite a feat when one considers that
Ibsen’s original was a hefty seven hours.
Boo Segersin ’15 (top) played the role of Solveig, a young woman who leaves her
family and insists upon living with Peer Gynt in his hand-hewn cabin. The role of
Peer Gynt’s mother, Åse, was played by Nikki Whittaker ’17 (bottom).
▲
10
Augsburg Now
▲ Nearly 40 performers were involved in the Peer Gynt wedding scene.
▲
Students worked with professional master puppeteers to build and coordinate
the movement of a giant raven puppet with a nearly 20-foot wingspan.
NAVIGATING CULTURE, CAST,
WEATHER, AND LANDSCAPE
Wrestling with the script of the play—a
story of loss due to procrastination and
avoidance followed by redemption late in
life—was just one of the challenges faced
by students. They also had to identify
features in the arboretum’s landscape that
could serve as sets, deliver their lines in
open-air scenes with acoustics affected
by the landscape and ambient noises not
usually present in a theater, and learn
original music, all while getting to know
the culture and student performers from
another school.
Then there were the logistics for
which no planning can be done.
“Because of the variables involved,
site-specific theater provides attendees
the chance to see what is a once-in-alifetime performance and to leave having
been an active traveler in the play,” Engen
said. “For performers, there’s a textured
chaos that you can’t plan for and that
forces you to think fast and improvise
within boundaries. It leaves you exhausted
and exhilarated at the end.”
Being faced with those challenges
was just what Engen and Seifert wanted
for students. The two worked closely
to co-direct students in this first-ever
collaboration between the schools.
“Students learned to perform to
the moment at hand,” Engen said.
“Sometimes that meant changing the
energy and volume of lines to overcome
wind or a noisy attendee. Other times
it meant staying in character but
improvising when a young child persisted
in trying to break into the scene.”
Segersin said that it was a rewarding
experience to work with peers from the
University of Minnesota and to perform for
the nearly 1,000 attendees who visited
the arboretum for the production.
“This beautiful thing happened: We
became a team,” Segersin said. “And
now, sometimes, when I sleep, I dream
about them.”
BUILDING PROFESSIONAL
NETWORKS
The relationships and networks, though,
extend beyond just the student peers
at the two institutions. Engen used the
production to help students connect with
other theater professionals.
“Students built experience in creative
problem-solving with some of the Twin
Cities’ foremost theater professionals,
including master puppeteers, musicians,
and movement professionals,” Engen
said. “It was a chance for students to
explore the many ways to work in theater
and to challenge themselves to meld
these disciplines.”
Seifert added that making
connections with artists across disciplines
and fields is critical for the future of
theater and the artists.
“These students now can reach out
to one another to collaborate on future
projects,” he said. “This model allowed
us to give students an understanding of
how major companies in regional theater
increasingly are combining resources to
produce shows.”
That goal wasn’t lost on Segersin, who
was invited to work as a summer intern
with Sod House Theater, a production
company founded by Engen and Seifert.
“We’re still working out what it
means. But I will have the chance to work
with the performance of Peer Gynt at sites
around the state, to meet professional
Twin Cities’ actors and local actors, and to
network,” Segersin said.
Summer 2014
11
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experience perspectives
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work
explore
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live
care
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seek
explore
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understand
evolving
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citizen
boldly
beneficial
tell
important
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strengths
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world
human
articulate
calling
love
meaning
foundations
competence
A
scholars
expanding
welcoming
give
diverse
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propelled God
meaning
leadership
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gifts
inquiry
views
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moral
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skill
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callAugsburg Now
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faithful
strengths
shared
center
T
articulate
path
beliefs
appreciation
discussion
conversation
nurturing
relationships
opportunity
citizen
learn
Lutheran explore
expand
value
connect religion reflection
life
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growing journey
traditions
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asking
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life
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Relevant
Faithful
BY REBECCA JOHN ’13 MBA
experience
theology
service
vocation
reflect
Pictured [top to bottom]: Whitney Pratt ’11, Cody Tresselt-Warren ’09, and Jessica Spanswick ’10
Photo by Thomas Kosa
ith careers in accounting, education,
Grappling with vocation
military service, and pastoral ministry,
One of the aspects that Auggies in the Christensen Scholars
and Interfaith Scholars programs valued most about the
experience was the dedicated time to learn and to grapple
together with difficult topics and questions.
“Having that regular, dedicated time for discussion
helped us to better articulate our gifts, strengths, and
passions,” said Emily Wiles ’10, a youth and family ministry
major who this spring earned a Master of Divinity from Luther
Seminary. “We pushed each other to articulate our positions,
which helped me really connect with what I think and who
I am,” she said. As a result, “things that I might have
otherwise taken for granted, I came to ‘own’ as my gifts.” In
having to express and explain your perspectives, Wiles said,
“you really get to know yourself better.”
Also beneficial, according to several alumni, was the
opportunity to reflect on the full meaning of vocation. “My
generation is going to have 15 different jobs or careers in
our lifetimes,” said Cody Tresselt-Warren ’09, who majored
in accounting and religion at Augsburg and today is a tax
accountant at Wells Fargo & Company.
“You think, when you’re in college, that once you
graduate and get a job, you’re set,” he said. But there are
so many other important layers—from family obligations to
the needs of the wider world—that, “you have to interpret
your calling from a number of perspectives. It’s a dynamic,
evolving journey.”
Sylvia Bull ’10 agreed, noting that, especially in the
U.S.—a generally career-oriented culture—it is important
to expand the view of vocation beyond just a job or career.
Bull, an international relations and religion double major who
this spring completed her third year at Princeton Theological
Seminary in Princeton, N.J., sees faith as serving an
important role in considerations about vocation. We need to
“open our eyes of faith to see all of the things that we do in
our lives as part of God’s call,” she said.
six recent Augsburg alumni are finding
that their undergraduate experiences studying vocation and
interfaith leadership are paying off well beyond their
college years.
These Auggies participated in the Christensen Scholars
and Interfaith Scholars programs at Augsburg—programs that
provide scholarships for students to take upper-level religion
courses that thrust them deep into topics of faith, religious
diversity, service, theology, and vocation.
Meeting on weeknight evenings throughout the academic
year, students engaged with these topics—and each other—
through focused discussion, inquiry, service-learning, and
reflection. The number of scholarships available each year is
limited, so getting into the program is a competitive process,
involving writing an essay and obtaining a recommendation
from an Augsburg College faculty or staff member. Students
accepted to the programs earn four religion credits and a
$2,000 scholarship for the year. But, according to some of the
early alumni from the programs, the value of the experience
extends well beyond course credit and financial support.
Pictured [left to right]: Peter Weston Miller ’10, Emily Wiles ’10, and Sylvia Bull ’10
Summer 2014
13
And “even if faith is not explicitly part of the
conversation,” said Jessica Spanswick ’10, who today works
as director of career services at Globe University, “it is a
profound, shared human desire to seek and find meaning in
our lives.”
fully effective.” To function as a citizen in today’s world,
“you have to understand how people think and the beliefs on
which they base their social and moral codes.”
Welcoming difficult conversations
In the end, these Auggies agreed that the programs’ greatest
value was that they equipped participants to ask challenging
life questions—seemingly simple (but, actually, not-sosimple) questions like, “Where have you come from—and
where are you going?” and “How do you know you’re on the
right path?”
Consistently, all of these alumni said it was the
questions—not the answers—that were most meaningful
to them. In fact, they have each continued the practice of
asking and reflecting on difficult questions and they shared
some of the questions they regularly encounter in their lives
today:
Asking tough questions
Alumni from these programs also shared an appreciation
for how their experiences helped them develop the listening
and interpersonal skills to learn from and understand others.
“We learned to step boldly and respectfully into difficult
conversations,” said Peter Weston Miller ’10, “meeting
people where they were at, where God had uniquely called
them to be.”
Weston Miller, an English major who also completed his
Master’s of Divinity at Luther Seminary this past spring, said
these conversations taught the participants how to “build
relationships based on human integrity and dignity, not just
[based on] topics” that they agreed upon.
“We learned to know ourselves better through the eyes of
others, despite different backgrounds, political leanings, and
socio-economic statuses,” he said.
In particular, alumni from the programs valued the
opportunity to interact and work with people who bring
different faith perspectives. “Speaking with people from
many different faith backgrounds helped me learn to listen to
and understand others’ views and beliefs,” said Spanswick,
who majored in international relations at Augsburg and
recently completed her MBA at Globe University. In her
current work, Spanswick meets people from many different
cultures, and she noted that their cultural practices often
differ because of faith traditions.
Whitney Pratt ’11, who majored in economics at
Augsburg and serves as a first lieutenant in the U.S. Air
Force, agreed that interfaith competency is an important life
skill. “Religion is such an important facet of our lives,” she
said. “Most of our political struggles center around topics
that stem from the moral foundations” that different groups
of people use to guide their behaviors and interactions in
society.
“You can try to build intercultural competence, but
without understanding religion,” Pratt said, “you won’t be
• “Am I questioning my current path because I don’t like it
[today] or because it’s really not my calling?”
• “How do I remain true to my Lutheran beliefs and still
operate in an ecumenically diverse organization?”
• “How will what I want to say affect this other person?”
• “If this current path is not my calling, what’s the best step
to take to explore what is right?”
“As our lives and our world change,” Weston Miller said,
“we need to keep asking these questions in order to keep
ourselves expanding, growing, nurturing, and propelled
forward in God’s calling for all of us.”
Continually asking these questions and searching for
meaning helps us to see the world not just as it is, Wiles
added, but as it could be.
reflection
• And, the question that Martin Luther is famous for: “What
does this mean?”
learn
care
journey
leadership
life welcoming
pathdiverse
call
world appreciation
respectfully discussion citizen
moral calling competence
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Augsburg Now
skill passions opportunity
work answers
FROM GAME TIME TO LIFETIME
Influence of Auggie icons shapes alumni and today’s campus
August 18 marks the 100th birthday of legendary Augsburg
College coach Edor Nelson ’38.
Nelson is one of the elite Augsburg coaches who profoundly
impacted the College’s athletic programs and whose influence
echoed in the lives of student-athletes beyond their competitions
on athletic fields, rinks, and courts.
At Augsburg, the legacies of renowned coaching staff
and faculty live on in the facilities that carry their names, are
exhibited in their own philanthropy, and can be seen in the
generosity they inspire in others.
Bruce Nelson ’71, son of Edor Nelson, said coaches such
as his father grew up in an era in which sacrifice for the greater
good was common, and coaches played larger roles in the lives of
student-athletes than simply running drills.
“These coaches taught student-athletes about commitment
and that a team is bigger than the individuals,” said Bruce, who
lives out what he learned—in part—by serving as president of the
Augsburg A-Club, a service organization of former and current
Auggie student-athletes and friends of the College.
Bruce knows from first-hand experience that student-athletes
see, understand, and appreciate the ways their mentors continue
to influence their lives as they move on to new opportunities.
“Very few athletes, when they’re older, talk about wins and
losses. They talk about camaraderie, support, and struggles,”
Bruce said. “They remember that my dad helped them get jobs
out of college—that the support didn’t stop after graduation.”
Nelson is one of a group of long-tenured coaches who are
pillars in the Auggie community. Others include:
•
Ernie Anderson ’37–Coach of Augsburg’s men’s basketball
team from 1947-1970, Anderson also was athletic director
for 33 years from 1947-1980. His tenure inspired the Ernie
Anderson Court in Si Melby Hall.
•
Marilyn Pearson Florian ’76–Coach of Augsburg’s women’s
volleyball team from 1981-1998, she also was the women’s
athletic director from 1988-2007. She increased the number
of women’s sports and of female student-athletes.
AUGGIE ATHLETICS
•
Edor Nelson ’38–An Augsburg Athletic Hall of Fame member,
Nelson coached football from 1947-1969 and baseball from
1946-1979. Augburg’s outdoor athletic field bears his name.
•
Lavonne Johnson Peterson ’50–“Mrs. Pete” led the ‘Auggiettes’
basketball team in 13 unbeaten seasons from the 1950s to
the 1970s and was an instructor until 1980. Augsburg named
the health and physical education center in her honor.
•
Joyce Anderson Pfaff ’65–A pioneer in women’s athletics and
in the establishment of varsity women’s sports, Pfaff was
Augsburg’s first women’s athletic director, serving from 19721998. She also taught for 43 years.
•
Ed Saugestad ’59–Coach of the men’s hockey team from
1958-1996, Saugestad’s championship teams claimed three
NAIA national and six MIAC state titles. One of Augsburg’s
hockey rinks is named in honor of Saugestad, who passed
away in March.
•
Jeff Swenson ’79–Wrestling team coach for 25 years,
Swenson has served the past 10 years as athletic director.
Auggies brought home 10 national wrestling titles under his
leadership, and the wrestling wall of fame bears his name.
Today the commitment of these coaches continues to be honored
through philanthropic initiatives by alumni whom they inspired.
Corky Hall ’71, Augsburg’s first men’s hockey All-American,
is challenging fellow student-athletes-turned-Augsburg-alumni
to raise funds for a named space in the Center for Science,
Business, and Religion (CSBR) to honor Saugestad. (Read more
about Saugestad’s legacy on page 33.)
Mark Rabbe ’53, one of Edor Nelson’s baseball players, is
funding a faculty office in the CSBR to honor the coach. And
additional challenges are underway to honor the centennial of
Edor Nelson’s birth.
These Augsburg alumni—and many others who have stepped
up to join a philanthropic challenge—demonstrate that alumni
athletes recognize the role coaches played in positively shaping
their lives and are willing to seize the opportunity to make a
positive impact on the Auggies of tomorrow.
Summer 2014
15
WE
LOVE
AUGSBURG
THE CLASS OF 2014 SHARES MEMORIES, STORIES,
AND TAKEAWAYS FROM THEIR TIME AS STUDENTS
EDITED BY LAURA SWANSON
This spring, hundreds of new alumni celebrated their graduation at Augsburg College
Commencement ceremonies. While these events often are treated as a conclusion—the
grand finale at the end of years of study and hard work—it’s important to remember that
commencement, in its very definition, marks a beginning or start.
As Augsburg’s newest graduates prepared to launch into new challenges and opportunities with an Augsburg degree in hand, we began to wonder, “What was it about this
campus…this curriculum…this College that they came to appreciate during their time
as students?”
So, we asked.
And the Class of 2014 answered.
This list, in no particular order, includes a brief sample of the things Auggies love about
Augsburg. While it cannot represent all of the College’s valued traits, it does help depict
just how unique the institution is. Our students, our alumni, our location, our heritage,
and our mission help influence this place, just as the College—in turn—shapes many of
these entities. Let’s take a look at why there’s so much to love about Augsburg College
and why it’s such a privilege that WE ARE CALLED AUGGIES.
16
Augsburg Now
2
1
The mission
AUGSBURG COLLEGE
EDUCATES STUDENTS TO BE
INFORMED CITIZENS,
THOUGHTFUL STEWARDS,
CRITICAL THINKERS, AND
RESPONSIBLE LEADERS.
Working to be
“Green by 2019”
“I love [Augsburg’s] effort to make
the world a better place through
means such as eliminating the
It says it all, doesn’t it?
“I love Augsburg’s commitment to being an institution that prepares
students for life beyond academics.” —KIMBERLY CLUB ’14
carbon footprint.”
—MITCHELL FUCHS ’14 MSW
Intentional diversity
“I appreciate Augsburg’s dedication
not only to being a diverse community but also to giving students the
opportunity to fully acknowledge this
through various assignments and
campus activities.”
—SIERRA BARGER ’14
That small-college feel
4
“Augsburg is big enough to
fit your needs, and small
enough that you’ll be noticed.”
Summer 2014
17
The faculty
Professors, teachers, faculty members, instructors, mentors, and
friends. The Class of 2014 used many names to describe the people
at the head of the classroom and the backbone of their education.
And, not surprisingly, these people were the most-cited aspect to
love about Augsburg.
“The faculty are top notch and some of the most caring and
conscientious people I have ever met.” —HOLLY HANSON ’14 MAN
“Professors are understanding and accommodating of nontraditional students’ individual circumstances.”
—MAYA SUTTON ’14 MAE
“I love the close-knit community between students and professors.”
—ANDREW DENT ’14
Life in the city
Augsburg is the only college of the ELCA located in
the heart of a large urban area, and students use
the Twin Cities as a metropolitan classroom where
they can engage with College neighbors, community
partners, and companies large and small.
6
7
“I love Augsburg because of its strong commitment
to its mission and its dedication to being a College
of the city. I have never been anywhere that has a
clearer sense of its identity or that has tried harder to
be a ‘good neighbor.’” —MARTHA TRUAX ’14 MAL,
DIRECTOR OF ANNUAL GIVING
Athletics
Augsburg teammates develop bonds akin to a “second family.” From
hockey to swimming and from basketball to lacrosse, approximately
450 students participate in varsity athletics at the College each year.
It’s a good thing maroon is always in style.
“The bond that was built over the years of workouts, practices, games,
wins, losses, and just hanging out was one of the biggest benefits to
me throughout my college career.” —GARY MARISCAL ’14
8
18
Augsburg Now
The dress code
Okay, okay. Wearing Norwegian sweaters to Velkommen Jul and
bowties with formalwear isn’t actually required. But, it’s fun!
Experiential education
Augsburg was the first Minnesota college or
university to receive the Presidential Award for
Community Service. Each fall, incoming first-year
and transfer students participate in City Service
Day—a day on which the students volunteer at
organizations matched to their degree programs
and learn in the neighborhoods that surround
Augsburg’s Minneapolis campus. Undergraduate
students begin their experiential education on
Day 1, and it’s a priority that extends throughout
each of Augsburg’s degree programs.
9
“I learned how to be a ‘citizen professional,’ and
work collaboratively with others to solve problems.”
—JUDY SCHLAEFER ’14 DNP
Global learning
opportunities
Cohorts
Augsburg undergraduate and
graduate students take courses
around the world. Whether studying business in Germany, nursing
in Namibia, or psychology in Slovenia, Auggies find that learning
and living in a foreign culture
catalyze academic, intercultural,
and personal leadership skills and
Some of Augsburg’s programs follow a cohort
model that allows students to travel together
from course to course, fostering strong relationships between classmates and outlining a clear
path toward a degree.
“The cohort model for the MBA program allows
for great camaraderie!” —AVA BEILKE ’14 MBA
responsible global citizenship.
12
Dining together in Rochester
“Meals for the Rochester students kept [our]
energy up for long evening classes.”
—HEIDI OCHTRUP-DEKEYREL ’14
Small class sizes
13
Augsburg’s undergraduate classes average 13
to 17 students, which allows Auggies to learn
from—and with—their professors and classmates.
Summer 2014
19
Nearby restaurants
When it comes to dining out, the CedarRiverside neighborhood has something for
everyone.
15
“I love that I can get a gyro, chicken curry,
or Chicago-style hot dog all within a couple
blocks of my dorm.”
—SAMANTHA CANTRALL ’14
Tracy’s (just across I-94 on Franklin
Avenue) serves up the “Augsburger,” which
features two beef patties, sharp cheddar
cheese, barbecue sauce, bacon, lettuce,
tomato, mayo, and a side of school spirit.
Yum, yum.
“Tracy’s is amazing and within walking
distance!” —EMMA WINEGAR ’14
Auggie Days
Leading up to the start of the fall semester, this on-campus orientation for
incoming first-year students is so memorable that people think of it as a
highlight of their Augsburg experience—even four years later. Part of the
fun includes a Neighborhood Challenge relay in Murphy Square.
The campus
Not every school is so lucky as to have a
7 ½ Street on campus.
“I love that you can walk anywhere on
campus in less than 10 minutes.”
16
—MOLLIE KING ’14
Peers (of course)
“The people—friendly, genuine, and approachable.”
—DENISE HERRERA ’14 MAL,
SENIOR ADMISSIONS COUNSELOR
“I love the ability to build life-long relationships
with people from many different backgrounds and
from many different places around the world.”
—MATTHEW SCHIRBER ’14
20
Augsburg Now
StepUP®
Augsburg’s StepUP Program helps students champion lives of recovery, achieve
academic success, and thrive in a community of accountability and support.
StepUP annually serves more than 100
students and is the largest residential
collegiate recovery program in the U.S.
18
The skyline
19
The Minneapolis campus has an
eagle-eye view of downtown that’s
perfectly fitting for the Auggie
mascot. (We’ll let you know how
things are coming on the new
Vikings stadium).
“There’s a stellar view of the
city from the top of Mortensen.”
—JOE VOKRACKA ’14
On-campus art galleries, pop-up exhibits…
The staff
20
21
…guest speakers, music ensemble performances, and research festivals.
It isn’t an exaggeration to say that there’s always something happening at Augsburg. Each spring, Zyzzogeton celebrates the creativity and
scholarship of undergraduate students. It’s fun to say—and to attend. The
College also hosts scholars and professionals at the leading edge in students’ academic disciplines and showcases artwork by visiting artists and
Auggies. The exhibition spaces around
campus transform multiple times each
year in order to present an array of
innovative and inspirational pieces.
Zyz·zo·ge·ton
“I love the changing art exhibits.” —WHITNEY WORLEY ’14 MPA
You name it; they do it. In many ways, Augsburg locations are like
small cities unto themselves where students eat, sleep, shop, socialize, learn, and live. Augsburg staff members foster an exceptional
student experience at locations in Minnesota and around the world.
“I love the super helpful and nice financial aid advisers, and the wellorganized Registrar’s Office staff.” —HOLLY REDDY ’14
The changing seasons
Winter sometimes can last a tad too long, but
Minnesota’s seasons certainly add variety to
Augsburg’s academic calendar. Each year the
Quad features fall colors, spring blooms, summer
picnics, and winter snow angels, which means
the weather outside helps to emphasize the timeliness of the College’s in-house traditions.
Summer 2014
21
Nearby sidewalks, trails, and bike lanes
Home of the Greenway and the Chain of Lakes, Minneapolis has
92 miles of on-street bikeways and 85 miles of off-street paths,
not to mention an abundance of pedestrian-only zones.
“I love running and walking on the River Road.”
—LAUREN RICE ’14
24
A snapshot of graduation
The graduating class of 2014 added more than
750 Auggies—from our undergraduate, graduate, and doctoral programs—to the College’s
alumni ranks.
Commencement ceremonies held May 3-4
featured the theme “Thoughtful Stewards,”
which was inspired by the College’s mission
statement and reflected the Augsburg communi-
Arts and culture
Minneapolis has world-class museums, a vibrant dance
scene, and more theater seats per capita than any U.S.
city outside New York. It’s no wonder Minneapolis was
named one of America’s most creative cities, and it’s no
surprise that Auggies take advantage of the visual and
performing arts in their midst.
“I love seeing new work at the Playwright Center just
down the road.” —HANNAH YOUNGQUIST ’14
22
Augsburg Now
ty’s passion for social justice and sustainability.
To see additional photos or watch Commencement
ceremony videos, go to augsburg.edu/now.
25
Its influence
“Augsburg changed how I think.”
—PETER MOORE ’14 MAL
Philosophy
The
AUGGIE VOICES
BEHIND A CAREER
She’s a lawyer, a seasoned business operations
executive, a mother of two, a biotech entrepreneur,
and a restaurant owner. She’s also a philosophy and
political science double major, and an Auggie.
In the years since she graduated from Augsburg
College, Naomi Williamson ’78 has charted a career
path that has taken her into multiple, disparate
industries and types of organizations.
“I like the challenge,” Williamson said. Each new
opportunity introduces “a new orbit of people and a
different knowledge area.”
Indeed: After completing her bachelor’s degree,
Williamson went on to earn a law degree at the
University of Minnesota Law School and worked as
a litigator at Larkin Hoffman, one of Minnesota’s
largest full-service law firms. From there, she joined
Honeywell, where she spent 15 years in contracts,
marketing, sales, process quality, and supply chain
management. After that, she helped a medical
pathologist with a successful biotech start-up, and,
then, in 2007, she started a restaurant with her
husband, Roger Kubicki, and veteran restaurant
owner Michael Kutscheid—while also working on
the side as an aircraft manufacturing contracts and
negotiations consultant.
Williamson’s appetite for digging into a challenge
and seeking new knowledge was evident even before
she launched her professional career, however. She
fell in love with philosophy, she said, after trying to
make sense of the writings of Immanuel Kant.
“It took me four hours to read 40 pages” she
said. “I didn’t fully understand it, but I thought that
if I did, I might be able to find the answers I was
looking for.”
This willingness to do the hard work to make
sense of things is so consistently woven into
Williamson’s educational and career choices that it
appears to be more of an internal drive, a calling,
than a choice.
“I just can’t get myself on easy street,” she
joked. “I’m always doing something to make sure that
my next step is just as hard as the last one.”
Naomi Williamson ’78 is co-owner of Sanctuary, a
restaurant in Minneapolis’ Mill City district. Of all her
career experiences, Williamson said that the restaurant
business is “far and away the most difficult.”
BY REBECCA JOHN ’13 MBA
Summer 2014
23
What is it
Scenes from undergraduate students’
ON-CAMPUS RESEARCH
BY LAURA SWANSON
Each summer, undergraduate students at Augsburg College work directly
with faculty mentors to complete individually designed research projects
and creative activities. Auggies seeking to enhance their education gain
rich, hands-on experience by participating in research opportunities
sponsored by the College, funded through grants and private gifts, or
offered through federal programs.
Students from all disciplines can participate in summer research.
This year, their topics included designing a tool to sample motor vehicle
pollution; examining immigrants’ influence in community organizations
and politics; cloning and characterization of Daphnia magna, a water flea;
and analyzing the effects of the No Child Left Behind Act on Minneapolis
youth, among many others.
During the research process, students often use specialized materials
and technologies, investigate complex and specific concepts, and explore
existing scholarship and literature.
Can you match each summer research image with its academic discipline?
History
2
Photo by Bill Capman
CAN YOU IDENTIFY
THESE ITEMS?
Exercise Science
English
5
24
Augsburg Now
Social Work
Leading
IN UNDERGRADUATE RESEARCH
ONE KEY WAY Augsburg College delivers on its commitment to experiential education is through
undergraduate research projects in which Auggies employ their talents and passions. On campus,
these projects are funded through several sources, including Augsburg’s Office of Undergraduate
Research and Graduate Opportunity (URGO), National Science Foundation and corporate grants,
private donations, and the McNair Scholars program—a federal TRIO program funded by the U.S.
Department of Education and designed to increase graduate degree attainment by students who are
first-generation, low-income, and/or members of groups underrepresented in graduate education.
3
Chemistry
Physics
Political Science
Women’s Studies
Courtesy image
1
Economics
4
Biopsychology
Computer Science
Biology
Mathematics
6
ANSWERS
Summer 2014
25
Q: What is it?
A: A column that contains a catalyst and through which a stream of reactants move.
Reactants are substances that undergo change during a chemical reaction, and “flow
chemistry” is a process that gets its name from the movement of these materials.
Chemistry
ALAN MEDINA-GONZALEZ ’16
Major: Chemistry, Minors: Biology and Mathematics
Research mentors: Z. Vivian Feng, associate professor of chemistry; and Michael
Wentzel, assistant professor of chemistry
Alan Medina-Gonzalez ’16 chose to participate in summer research because it granted
him the opportunity to spend more time in the lab optimizing a chemical reaction, which
is a fun—albeit time-consuming—puzzle he enjoys solving. “I wanted to see what it was
like to work on a project all day long versus only going into the lab four hours per week as
part of a class,” he said.
Medina-Gonzalez’s research involved setting up chemical reactions using flow
chemistry—a process that helps make reactions more “green” by allowing chemists to
lessen waste generation and to improve energy efficiency and safety. His research goal
included producing a variety of molecules, including acetaminophen—the primary active
ingredient in Tylenol and other medicines—to demonstrate the uses of flow chemistry in
the pharmaceutical industry.
Q: What is it?
A: A foam roller, a tool that breaks up fibrous
tissue in order to increase muscle elasticity
and circulation flow.
Exercise
Science
CAN YOU GUESS?
26
Augsburg Now
BRIANA FELTON ’14
Major: Exercise Science, Minor: Psychology
Research mentors: David Barrett, assistant
professor of health, physical education, and
exercise science; and Tony Clapp, associate
professor of health, physical education, and
exercise science
Briana Felton ’14 chose a summer research project that will help to prepare her for the dream
of attending graduate school to study physical therapy. Felton is a member of the Augsburg
women’s soccer team, and she loves sports and fitness. Athletes commonly use a foam roller
on their muscles for self-myofascial release—a process that applies pressure to trigger points
within muscle tissue and is thought to cause the tissue to relax and become more flexible.
Although the use of foam rollers has become a common practice in therapy and fitness
centers, few peer-reviewed studies have examined its effectiveness. For Felton’s research
project, she conducted a study in which middle-aged adult males participated in an exercise
program utilizing foam rollers. Felton then assessed the study participants’ balance and
functional movement patterns using industry-standard tests to see whether their scores
improved over the course of the study. Higher scores have been shown to correlate with a
person’s decreased risk of injury.
To read a brief overview of Felton’s research findings,
go to augsburg.edu/now.
Biopsychology
Q: What is it?
A: An electroencephalogram (EEG) recording cap, which is used to capture the brain’s
electrical activity while at rest or engaged in mental activity.
BRAD MARCY ’15
Major: Biopsychology, Minor: Chemistry
Research mentor: Henry Yoon, assistant professor
of psychology
Research conducted on substance use disorders often extends to either the biological or
the behavioral aspects of addiction. This summer, Brad Marcy ’15 took on the challenge of
combining both of these aspects into a single study incorporating behavioral information—
in this case, a person’s age of first alcoholic drink (AFD)—and biological data, which was
derived from brain patterns collected through EEG scans.
Marcy and other Augsburg psychology students gathered data by working with student
volunteers, including those in the College’s StepUP® program, which serves students who
are in recovery from addiction. Marcy’s research project involved processing and analyzing
participants’ EEG data in order to identify telltale signs of being at biological or genetic
risk for dependence in these brainwave patterns. He then examined whether an association
exists between this biological information and AFD. By evaluating these variables, Marcy
can later assess their usefulness in refining the diagnosis of substance misuse.
Q: What is it?
A: The examination of journal articles, images, and academic texts—illustrated here—
are key aspects of student researchers’ literature review process. A literature review
discusses published information in a particular subject area.
AWALE OSMAN ’15
Major: Communication Studies, Minor: Women’s Studies
Research mentor: Adriane Brown, assistant professor of women’s studies
“I’ve always wanted to be a teacher,” said Awale Osman ’15, a McNair research scholar
whose project almost perfectly aligned with his desired career path. Osman began his
undergraduate education at a community college before transferring to Augsburg, and
his research project involved examining the establishment and evolution of women’s
studies, the emergence of gender and masculinity studies, and current dialogue
regarding the field. This work allowed him to combine his interests in communications
and women’s studies into a project that enhanced his academic skills.
Osman would like to return to a community college one day—this time as a
professor instead of as a student. Osman chose his research topic in order to establish
a foundation in the research he hopes will be incorporated in a future doctoral program
that will, eventually, lead to a teaching role in higher education. “I realize I have to be
grounded to be successful in my track,” he said. “So, I’m going for it.”
Women’s Studies
MORE ANSWERS
Summer 2014
27
Biology
Photo by Bill Capman
Q: What is it?
A: The parasitic plant dodder (Cuscuta
pentagona) attached to a host plant from which it
acquires all its water and nutrients.
LUCY BUKOWSKI ’16
Major: Biology, Minor: Environmental Studies
Research mentor: Bill Capman, associate
professor of biology
Courtesy image
Augsburg College students have studied the interactions between dodder and its host
plants since 2008, and this summer Lucy Bukowski ’16 worked on an experiment testing
the hypothesis that a decline in the health of the host plant triggers the dodder to flower.
Bukowski’s project benefitted from the help of a plant pathologist at the University of
Minnesota-Twin Cities who offered greenhouse space, thus providing a larger growing
area and better growing conditions for Bukowski’s research.
Go to augsburg.edu/now to learn more
about the dodder project.
Q: What is it?
A: The Bengali pronoun “Ētā,” which is similar to the English pronoun “it.”
PRITI BHOWMIK ’15 AND BRAM OOSTERLEE ’16
Majors: Computer Science
Research mentor: Shana Watters, associate professor of computer science
Computer
Science
As international students, Priti Bhowmik ’15 and Bram Oosterlee ’16 were attracted
to research linked with the official languages of their home countries. In 2011,
Bhowmik left Bangladesh to attend Augsburg, and she seized the opportunity to use
her background in the Bengali language in combination with her computer science
major. Her research project fell in the field of computational linguistics—a branch
of linguistics in which computer science techniques are applied to the analysis
of language and speech. She explored whether the pronoun “Ētā” has the same
cognitive status as the English pronoun “it.” That is, whether a Bengali speaker, in
determining what Ētā refers to in a sentence, uses his or her short-term memory in
the same manner that an English speaker does when determining what the word “it”
refers to.
Oosterlee, a student from the Netherlands, performed a similar study by
examining the cognitive status of the Dutch pronoun “het.” Bhowmik and Oosterlee’s
work ultimately will contribute to developing systems that enhance how computers
extract information, summarize text, and translate language. One example of the
usefulness of these processes is that they increase the likelihood of returning
accurate content descriptions when doctors use digital medical reference materials
to find information that pertains specifically to a disorder.
28
Augsburg Now
GRANTS GAIN GROUND
Funding enhances the Augsburg experience
How can you better predict the weather on Earth—or in space?
Why do elementary students learn the way they do? And what
makes one person attracted to another?
Augsburg faculty and students are committed to asking
difficult questions and seeking equally complex answers. Each
year, the College’s faculty, staff, and students apply for—and
receive—prestigious grant awards to fund research, continued
scholarship, and academic travel opportunities.
There’s tough competition among grant-seeking institutions,
but Augsburg continues to gain ground and to obtain funding
for new projects. That’s because when Auggies recognize
an opportunity to improve teaching, advance scholarship, or
enhance the student experience, they ask another great question:
WHY NOT?
Participation grows across campus. More and more departments
and groups are seeking grants as a way to enhance students’
educational experience, to build the hands-on problem-solving
skills employers and graduate schools demand, and to propel
Augsburg’s research scholarship to the next level. This past
year, 13 academic departments and groups—up from just seven
departments the previous year—submitted grant proposals,
including:
1. Biology
8. Nursing
2. Chemistry
9. Physics
3. Education
10. Psychology
4. History
11. Social Work
5. Interdisciplinary Collaboration
12. Sociology
6. Mathematics
13. STEM (Science, Technology,
Engineering, and Mathematics)
7. Management Information
Systems
Here’s a brief overview of Augsburg’s recent grant
achievements:
Augsburg ranks as top-tier NSF grant recipient. Augsburg College
was ranked the top private college in Minnesota for the total
dollar amount awarded by the National Science Foundation in
2012. With three grants totaling just more than $1 million, the
College ranked third among all Minnesota institutions—behind
only the University of Minnesota-Twin Cities and the University of
Minnesota-Duluth.
Faculty steer student involvement. Tremendous faculty dedication
is part of the mix, too. More than 50 faculty and staff members
are the driving force behind the College’s 38 active grants.
These teachers coach and guide 324 students in rigorous
research related to climate change, human health, understanding
addiction, and more.
COMPILED BY STEPHANIE WEISS
GRANTS BY THE NUMBERS
Augsburg received 18 new grant awards in
2013-14—up from just seven two years earlier
At the time this publication went to print, Augsburg had 14 grant
proposals still pending, representing a total of $3.2 million
NEW
GRANTS
2012-13
2013-14
17
GRANT
PROPOSALS
24
7
$1.6 MILLION
18 NEW
GRANTS
In 2013-14, Augsburg submitted 24 grant proposals—
up from 17 the prior year
1%
The BREAKDOWN of grants*
by sponsor type
PRIVATE
GRANTS
10%
STATE
GRANTS
89
%
FEDERAL
GRANTS
GRANT
PROPOSALS
*Does not include grants secured by Corporate and Foundation Relations
Summer 2014
29
ALUMNI NEWS
ways to get
involved
FROM THE ALUMNI BOARD PRESIDENT
A-Club
I
Dear alumni and friends,
have served as a member of the Augsburg College Alumni
Board for more than six years, and I am looking forward
to taking on the role of president. During my time on the
Alumni Board, I have seen an increase in the level of our
alumni engagement with the College, and I am inspired by the
alumni who were generous on Give to the Max Day; the alumni who volunteered by planning reunions or mentoring current
students; and the alumni who have invested in Augsburg’s top
priority—the campaign for the Center for Science, Business, and Religion.
Like many of you, I care deeply about this College. Augsburg is one of the most
diverse private colleges in Minnesota, serving more than 2,700 undergraduate students
and 838 graduate students participating in nine advanced degree programs. Augsburg is
committed to its Lutheran heritage with an eye on the 21st century.
At this year’s Commencement, we welcomed hundreds of new members to our
Alumni Association. As alumni, we are a product of Augsburg College and benefit from
its local and national reputation. Alumni play a vital role in the rich history, present success, and future vision of the College.
I invite you to join me and fellow Auggies who are making a difference in the life of
the College.
Sincerely,
CHRIS HALLIN ’88, ALUMNI BOARD PRESIDENT
Photo by Mark Chamberlain
ALUMNI BOARD
Front Row [L to R]: Chris Hallin ’88, Marie
Odenbrett ’01, Jill Watson ’10 MBA, Sharon
Engelland ’87, Melissa Hoepner ’92, Patricia
Jesperson ’94, Adriana Matzke ’13; Back Row
[L to R]: Brent Peroutka ’02, Adrienne Kuchler
Eldridge ’02, Meg Schmidt Sawyer ’00, Sarah
Grans ’01, Nick Rathmann ’02, Tracy Severson
’95, Rick Bonlender ’78; Not Pictured: Rachel
Engebretson ’98, Frank Grazzini ’96, Holly
Knutson ’03, ’07 MBA, Michael Loney ’03,
Sharon Mercill ’09, Jerry Polland ’92, Greg
Schnagl ’91, Nick Slack ’02, Nick Swanson ’09
The Augsburg College Alumni Board is pleased to welcome new members.
ADRIENNE KUCHLER ELDRIDGE ’02 graduated from Augsburg with a major
in youth and family ministry and a minor in sociology. As a student, she was
involved in Campus Ministry and Residence Life, served as an orientation leader,
and studied abroad. Today Eldridge works at River’s Edge Academy charter school.
This fall, she will begin a graduate program at St. Catherine University, where she
plans to study ethics and leadership.
“I chose Augsburg for my college education as an undergrad student because
of the Youth and Family Ministry program and [the College’s] solid Lutheran values.
My experiences at Augsburg were always hands-on, service-oriented, and growth-filled.”
30
Augsburg Now
All new Alumni Board member
photos by Mark Chamberlain.
The A-Club is an organization of
former and current Augsburg College
athletes—as well as friends of the
College—committed to providing
student-athletes with the opportunity
to have a quality athletic experience.
A-Club members participate in events,
service projects, and fundraising
initiatives that support Auggie athletic
teams, the athletic department, and
the mission of the College.
Alumni Board
The Alumni Board is the governing
body of the Alumni Association.
Together with the Office of Alumni
and Constituent Relations, the
Alumni Board provides resources and
opportunities to engage alumni with
the College and each other through
consistent communication, inclusive
programming, and intentional
relationship building.
Auggie in Residence
The Auggie in Residence program is
a way for alumni and friends of the
College to share their professional
expertise and vocation. This flexible
program allows the community to
connect with current students, faculty,
and staff members through a variety of
opportunities that range from speaking
to a class to having lunch with a
student organization.
Augsburg Builds Connections (ABC)
The ABC mentoring program is
designed to enable alumni and parent
professionals to provide information,
encouragement, and support to
students. This flexible volunteer
program allows mentors to connect
with students via email, phone, or
face-to-face meetings and assist them
in navigating their career paths and
achieving their professional goals.
Augsburg College Associates
MELISSA HOEPNER ’92 attended Augsburg from 1988 to 1990 before transferring
to California Lutheran University where, in 1992, she graduated with a major in
psychology and a minor in art. Today, Hoepner is a human resources consultant.
As an alumna, she has remained involved by serving as a mentor for current
students. She has also served as a member of the church council at Peace
Lutheran Church in Bloomington, Minn., and is a programming volunteer with the
Twin Cities Human Resources Association.
PATRICIA JESPERSON ’94 graduated from Augsburg’s Weekend College with a
major in business administration and minor in marketing. She serves as the
area vice president for Arthur J. Gallagher & Co. Jesperson’s career in business
has been distinguished by her extensive volunteer experiences in the areas of
program development and diversity.
“While I see Augsburg as innovative and inclusive in its approach to
education, I also see this as a time for significant change and opportunity in
private, four-year educational programs—a time that drives the need to think
beyond the box in light of competition from MOOCs [Massive Open Online Courses], for-profit colleges,
technical programs, the economy, etc. It’s an exciting time to be part of a team invested in Augsburg’s
long-term success.”
ADRIANA MATZKE ’13 graduated from Augsburg’s Weekend College with a degree
in business management. She serves as the director of financial assistance and
admissions coordinator for The Blake School. Matzke served a year on the parish
council at her church, and on Blake’s original diversity committee. She and her
husband served as presenters with World Wide Marriage Encounter.
“I am confident that serving on the Alumni Board will be a positive way
for me to give back to the community and to stay connected to a school that
I felt so a part of for the last few years. I am a strong advocate for the [adult
undergraduate] program and would love to help find ways to support other students.”
NICK RATHMANN ’02 graduated from Augsburg with a degree in education. As
a student, he played on the baseball and basketball teams and worked in the
athletics office. His experience as a student prepared him for his career serving
as the director of athletics and PK-12 physical education department chair for
The Blake School. Rathmann volunteers for his church, and serves on The Blake
Road Collaborative.
“Serving on the Alumni Board will give me an incredible opportunity to give
back to a school that has given me so much. Augsburg was a transformational
experience for me, and anything I can do to help others have that same type of experience is important
to me.”
MEG SCHMIDT SAWYER ’00 graduated from Augsburg with a major in business
administration and a minor in information systems. As a student, she played
hockey, softball, and golf. She was involved in Campus Ministry, a contributor for
The Echo, a Regents and Community Service Scholar, and part of the studentathlete mentor program. Today she is the chief communications officer for Youth
Encounter. She has served on the A-Club Board, and was inducted into the
Augsburg Athletic Hall of Fame for women’s hockey in 2012.
“I had a life-changing experience at Augsburg College and welcome the
opportunity to give back to the College that made me who I am today.”
GREG SCHNAGL ’91 graduated from Augsburg with a major in management and minors in economics
and management information systems. As a student, he played football and hockey. He is the founder
and editor of TeacherCentricity.com. Schnagl is pursuing an advanced degree in educational leadership
at Saint Mary’s University of Minnesota. He taught elementary and middle school for the past twenty
years, both nationally and internationally. His most recent position was in the Centennial School District
where he also served as a coach and board member for Centennial Youth Hockey Association.
“I am looking to deepen my commitment to Augsburg by engaging in a leadership role designed to
facilitate the financial and personal participation of alumni and promote the benefits of an Augsburg
education to future students.”
The Augsburg College Associates
is a service auxiliary of volunteers
whose mission includes fundraising
for special projects and scholarships.
The Associates’ commitment to the
College is evident in the group’s
ongoing support of fundraising events
including estate sales, Velkommen
Jul, and the Scandinavian boutique.
Funds raised each year support special
projects and scholarships.
Augsburg Women Engaged (AWE)
AWE is a catalyst for tapping the
potential for women to connect, learn,
and give. AWE members believe all
women have knowledge, experience,
and resources to share. Therefore,
Augsburg alumnae are invited to make
meaningful connections with and for
women by participating with an AWE
Action Team.
Campus Kitchen
The Campus Kitchen program at
Augsburg College makes healthy food
accessible to people in and around the
Cedar-Riverside neighborhood while
also providing opportunities for service
learning, leadership development, and
engagement between the College and
community. Campus Kitchen serves
2,000 meals a month at community
centers, provides about 80 community
garden spaces on campus, hosts two
farmers markets, and offers educational
programming to the community.
College Liaisons
Augsburg College Liaisons are alumni,
parents, and friends of the College
from across the U.S. and around
the world who serve as an extension
of the College by connecting with
prospective students at college fairs.
Dozens of fairs are held each year—in
high schools, churches, hotels, and
conference centers. College Liaisons
help to describe the Augsburg
experience to interested students and
their families.
Summer 2014
31
Augsburg Centennial Singers
honor Al Reesnes ’58
The Augsburg Centennial Singers, men of
faith sharing that faith through songs of
praise, honored Al Reesnes ’58 by performing a
special concert in mid-May at House of Prayer
Centennial Singers [L to R]: Paul Christensen ’59,
Mert Strommen ’42, and Al Reesnes ’58
Lutheran Church in Minneapolis.
Reesnes served as director of the group for 11 years and will move from his
leadership position to a vocalist role with the ensemble. Paul Christensen ’59 succeeded Reesnes as director of the Singers. Christensen is the third director for the
group, which was established in 1993 under the direction of Mert Strommen ’42.
The chorus originally was formed by former Augsburg quartet members who came
together to sing for the College’s Homecoming celebration. The group traveled to
Norway in 1994 to mark the centennial of the first Augsburg College gospel quartet,
and toured again in Norway in 2001.
Courtesy Photo
A 500-year anniversary
celebration in Germany, October 2016
On October 31, 2017 Lutherans
worldwide will mark the 500th
anniversary of when Martin Luther
posted the 95 Theses on the church
doors in Wittenberg, Germany. Augsburg
College is rooted in the faith and values
of the Lutheran church and is offering
alumni and friends of the College the
opportunity to learn about this heritage.
For travelers interested in discovering
more about the Germany of Luther
and the Reformation, October 2016
is a great opportunity to make the
pilgrimage! Join Hans Wiersma and
Mark Tranvik, Augsburg College religion
faculty members and Reformation
32
Augsburg Now
historians, for an enriching experience
in the Land of Luther.
The tour itinerary includes stops in
the German cities of Berlin, Dresden,
Eisenach, Erfurt, and Leipzig and in
Prague, Czech Republic. This is an
opportunity to explore the connections
among people, cultures, and historical
events while examining the Reformation
as an ongoing influence in the 21st
century.
To receive updates about this
alumni tour as plans are finalized, email
alumni@augsburg.edu, or call
612-330-1085 to be included on a
mailing list.
Photo by Ben Krouse-Gagne ’11
ALUMNI NEWS
ways to get
involved
Master of Arts in Leadership (MAL)
Alumni Board
The MAL Alumni Board engages MAL
students and alumni in advancing
the Center for Leadership Studies at
Augsburg College.
Parent and Family Council
The Parent and Family Council
includes parents and families of
current Augsburg students, and helps
Augsburg families stay up to date on
campus events and feel connected
with students and the College.
Scholastic Connections
Scholastic Connections is a
scholarship and mentorship program
for high-achieving undergraduate
students of color at Augsburg
College. The program is designed to
assist students in completing their
undergraduate degrees. Through
career planning and development
support, it prepares them to be
engaged, successful citizens of the
world upon graduation.
StepUP® Advisory Board
StepUP is a program for men and
women pursuing a college education
while in recovery from addiction. The
StepUP Advisory Board increases
philanthropic support for, and visibility
of, the program’s endowment.
Young Alumni Council
This volunteer group is comprised of
alumni who have graduated within
the previous 10 years. The Young
Alumni Council’s mission is to
provide dynamic and engaging social
and educational opportunities for
alumni. Members serve as an advisory
council to the Office of Alumni and
Constituent Relations.
To participate, email
alumni@augsburg.edu.
AUGSBURG ALUMNI HONOR
Archive p
hotos
ED SAUGESTAD ’59
THROUGH FUNDRAISING CHALLENGE
Ed Saugestad ’59 is “plain and simply, a legend,” according to
Jeff Swenson ’79, Augsburg College athletic director. Saugestad
led the Auggie men’s hockey team to 503 victories and three
national championships. He was football coach and athletic
director. The ice arena’s main rink carries his name.
But the legacy of “Big Man,” who died in March of
pancreatic cancer after serving Augsburg for 39 years and
retiring in 1996, goes far beyond athletics. As a soft-spoken
teacher, mentor, and source of courage and inspiration, he
made a difference. If Corky Hall ’71 is any indication, he also
instilled generosity and gratitude.
“He is the person who kindled the fire in me, and I think
he did that for many, many people,” Hall said. He and his wife,
Lori, led the charge to name Saugestad Hall in the Center for
Science, Business, and Religion (CSBR) with their $25,000
pledge—a first step toward the $150,000 naming goal and
a tribute to the CSBR as a visual symbol of strength and
connection.
When we build the CSBR, “[Augsburg’s] facilities will grow
to match the quality of our faculty,” said Hall. “Coach had a
huge effect on all of us.”
A gifted athlete who became both hockey and football
captain, Hall had few academic expectations when he entered
Augsburg. His parents hadn’t finished high school, no one in
his family had attended college, and homework was a foreign
concept. Yet, one day, he managed to ace a test in Saugestad’s
tough physiology class.
“Ed was the first person to tell me that I was smart,”
he recalled. “He set me on a path I wouldn’t have found
otherwise.” That path led him to a career that included starting,
with classmate Bill Urseth ’71, one of the nation’s leading
promotional marketing agencies, U.S. Communications, U.S.
Restaurants, and U.S. Studios; launching a brand consultancy,
Hall Batko; and founding Stellus Consulting, which helps
corporate leaders envision and brand their companies.
It also led him to realize that great mentoring builds strong
bridges—between athletics and academics, between teachers
and students, and between gratitude and giving back.
“Augsburg needs great facilities for athletes to develop
their academic side,” he said. “Ed made the bridge for me
between athletics and academics, and if I hadn’t gotten strong
academics at Augsburg, I wouldn’t be the person I am today.
I want to give a gift that says ‘thank you’ to Ed for making such a
difference in my life.”
Hall has found that his fellow
Augsburg alumni have similar gratitude for
Saugestad’s commitment and are willing to
echo his “thank you.”
“Corky is so respected by the Augsburg
community that, when he steps forward, he sets
a tone with his leadership. That’s the momentum
we need,” said Keith Stout, Augsburg College
director of principal gifts. “He wants everyone
involved, participating at any level. If they’re grateful for their
time with Ed, it’s their chance to honor his legacy.”
By May, the initiative had raised $105,000.
“He deserves it,” Hall said. “Ed did so much to make our
lives better. Now it’s our turn.”
Get Social
Find Augsburg Alumni across a variety of social media channels.
“Like” the Augsburg College Alumni Association on
Facebook for fun contests, trivia, photos, news, and more.
facebook.com/AugsburgAlumni
Tag @Augsburg_Alumni in your tweets, and the College
may help share your news. Or, simply follow
@Augsburg_Alumni on Twitter to learn about upcoming
events and read College updates.
twitter.com/augsburg_alumni
Make connections with fellow Auggies and join
discussions about careers and networking through the
Augsburg College Alumni group on LinkedIn.
goo.gl/UJ9BkO
Check out the “Auggies through the ages” board on
Pinterest for a slice of College history.
pinterest.com/augsburgcollege
Visit Augsburg’s YouTube channel for a video archive of
alumni lectures, events, and more.
youtube.com/augsburgcollege
No matter where you are in the world, you can join the Augsburg
College social media conversation!
Summer
Spring 2014
2014
17
33
ALUMNI NEWS
HOMECOMING 2014
SEPTEMBER 22-27
IS BACK!
Save the date for Give to the Max Day 2014.
On Thursday, November 13, Augsburg College
once again will participate in Give to the Max
Day, a one-day online giving event in which
donors around the world support their favorite
Minnesota nonprofits.
Give to the Max Day is also a competition,
and last year Augsburg raised more money
than any other Minnesota college or
university. A total of 837 donors gave more
than $313,000 to Augsburg in just 24
hours. Augsburg also placed fourth among all
nonprofits overall. Many alumni, parents, and
friends took to social media throughout the
day to share Augsburg’s rankings and to keep
tabs on the College’s progress.
Augsburg faculty, staff, and students
from across campus are preparing for
another successful Give to the Max Day by
setting up their own fundraising projects
and encouraging donors to support Augsburg
causes close to their hearts—such as
volleyball, student research funding, the
StepUP® program, and more. There is no limit
to the number of projects donors can give
to. In fact, many Augsburg donors gave to
multiple projects last year.
Watch for updates about Give to the Max Day in
the coming months.
For more information, contact Martha Truax at
612-330-1652 or truaxm@augsburg.edu.
34
Augsburg Now
Homecoming 2014 is a great time to come home to Augsburg. Alumni,
families, and friends—get ready for a fun-filled week of celebration. New
events along with old favorites make this one of the best times to visit
campus. Go to augsburg.edu/homecoming to find additional information
and to register.
PROGRAM HIGHLIGHTS INCLUDE:
Friday, September 26
Saturday, September 27
Homecoming Convocation with
Distinguished Alumni Awards
Taste of Augsburg
Hoversten Chapel, Foss Center,
10 to 11:30 a.m.
Recognizing the First Decade, Spirit
of Augsburg, and Distinguished
Alumni Award winners.
Faculty and Faculty Emeriti
Meet and Greet
Old Main, 4 p.m.
Reconnect with faculty from
your time at Augsburg College
and take the opportunity to meet
current faculty from a variety of
departments.
Auggie Hours
Old Main, 6 to 8:15 p.m.
Back by popular demand, this
homecoming social hour is being
brought to campus.
Homecoming Weekend Fireworks
Murphy Square, 8:15 p.m.
All are invited to kick-off
homecoming weekend with a full
fireworks display.
Murphy Square, 11 a.m. to 1 p.m.
This event includes carnival-style
booths operated by student groups,
alumni, and local restaurants, as
well as games, inflatable bounce
houses, and fun for the entire
family.
Homecoming Football Game vs.
Gustavus Adolphus College
Edor Nelson Field, 1 p.m.
Cheer on the Auggie football team
as they take on the Gustavus
Gusties.
Auggie Block Party
Parking Lot K, 3:30 to 6 p.m.
Immediately following the football
game, enjoy live music, s’mores,
and more.
ALUMNI CLASS NOTES
77
70
Ray Hanson is working
for TASC, Inc. Hanson
is a scientist working on
countermeasures for multi-drugresistant bacteria.
72
Kathleen Edmond joined the
law firm of Robins, Kaplan,
Miller & Ciresi LLP as counsel with
the business litigation group in
Minneapolis. She most recently
served as chief ethics officer at
Best Buy. Edmond serves as an
advisory board member for the
University of St. Thomas Law
School where she provides curriculum guidance for the master’s
degree in organizational ethics
and compliance. She is also an
executive fellow at the Center for
Ethical Business Cultures at the
University of St. Thomas.
Sonja (Daniels) Zapchenk has served Eaglecrest, a Presbyterian
Homes community in Roseville, Minn., for 20 years and is now
recreation and volunteer director. She is also the intergenerational
coordinator, which provides the special opportunity to lead
activities for senior residents and the toddlers and preschoolers
who attend a childcare center in the same facility.
74
William “Bill” Axness is the
2014 Minnesota Society
of Health-System Pharmacists
(MSHP) Hallie Bruce Memorial
Lecture Award recipient. The
award is presented to an individual of high moral character, good
citizenship, and high professional
ideals who has made significant
contributions to the profession of
pharmacy in Minnesota. Axness
is a pharmacy manager at Allina
Hospice and Palliative Care.
79
Rev. David Halaas was
installed as pastor of St.
Mark Lutheran Church in Sioux
City, Iowa.
87
Jenni Lilledahl co-founded
the new Twin Cities location
of Gilda’s Club after losing her
AUGGIE SNAPSHOTS
69
Janis “Matty” Mathison had a banner
year in 2013. She organized Walk to
School programs at several schools, served
on the Board of Shawano Pathways (a
Shawano, Wis., group promoting safer and
better pedestrian and cyclist opportunities),
raised $20,000 in matching grant funds for
sister, Teri Svare, to cancer. Gilda’s
Club serves cancer patients and
those who love them. Named after
Saturday Night Live comedian
Gilda Radner, who died of ovarian
cancer, this new clubhouse is
a place where cancer patients
and their families and friends
can de-stress in the mind-body
studio, take a nutrition class in the
kitchen, and meet with others for
emotional and social support. Not
only is Gilda’s Club an oasis for
those touched by cancer, it offers
all of its services free of charge.
62
Shawano Pathways, and led the effort to host
a supported bike tour of Shawano County
called Bike the Barn Quilts. Wisconsin Public
Television came to Shawano to interview her
about the bike tour, which in its first year drew
180 participants and 50 volunteers. Mathison
also organized a large fundraiser for a former
student who was battling brain cancer. These
and many other community contributions
earned Mathison the “Distinguished Citizen
of the Year” award for Shawano County. This
year, she is planning the second Bike the Barn
Quilts ride, organizing a Let’s Get Moving!
campaign, and finalizing maps for Park to
Park walking and biking routes in the city of
Shawano. She also was among the inaugural
inductees into the new Wisconsin Volleyball
Coaches Hall of Fame.
89
Sue Hakes has been
selected as a 2014 Bush
Fellow. The Bush Foundation
is committed to supporting and
developing leaders who are better
equipped and better networked to
effectively lead change. The work
of the fellowship is to blend opportunities for personal development
with efforts to effectively engage
with others.
In January, Luther Seminary honored Pastor Ron
Nelson with the 2014 Faithfulness in Ministry
Cross Award, which recognizes seminary alumni
who have demonstrated exemplary ministries
as a symbol of the multitudes of graduates who
serve faithfully wherever they are called.
90
Jennifer Carlson moved back to
Washington, D.C., in fall 2011. In
December 2013, she accepted a position
with Evolent Health as director of technical
project management for data warehouse client
implementations. She was in Italy for 10 days
this past October.
Summer 2014
35
ALUMNI CLASS NOTES
89
Brynn (Mundahl) Watson was honored by Lockheed Martin with a 2013 Full Spectrum
Leadership NOVA Award. The company grants the NOVA Award to select employees who
have made outstanding contributions to customers, business, and strategic goals. In a
workforce of more than 115,000, only 58 awards were granted in 2013.
in income. As part of his award,
Thrivent Financial will donate
$5,000 in his name to VEAP, and
he will be recognized at a national
conference in front of his peers.
89
Devoney Looser has taken
a position as professor of
English at Arizona State University.
She and her husband, George
Justice, are Jane Austen scholars
and were featured in a chapter of
Deborah Yaffe’s book, Among the
Janeites: A Journey Through the
World of Jane Austen Fandom.
90
Alex Gonzalez, a member of
the Augsburg College Board
of Regents, received the 2013
Thrivent Financial “Volunteer of
the Year” award for work in his
community. Gonzalez is one of three
financial representatives recognized
for community involvement and
generosity out of the more than
2,400 Thrivent Financial representatives nationwide.
Gonzalez works with Volunteers
Enlisted to Assist People (VEAP), an
organization with service programs
that help alleviate the financial
stress that low-income individuals
and families face as the result of
unexpected expenses or lapses
Beth (Josephson) Cronk
completed the master of
library and information science
degree through the University of
Wisconsin-Milwaukee in December.
She is the Meeker County librarian
for Pioneerland Library System.
01
Carrie (Lind) Cabe earned a
master of arts degree with a
community education administration emphasis from the University
of St. Thomas in 2013. She is
the community resources and
adult involvement coordinator for
Edina Public Schools Community
Education.
08
Sara Horishnyk is enrolled
in the arts and cultural
management graduate program at
St. Mary’s University of Minnesota.
06
Maureen Parker Marrandino
with her husband, Martin
Marrandino, and son, Cyrus,
welcomed daughter Penelope
Carol on January 11.
06
Sara Schlipp-Riedel and
Aaron Riedel ’07 welcomed
daughter Charlotte Elizabeth on
New Year’s Eve 2013.
10
In April, Roxanne (Johnson)
Nelson accepted a new job
as a rebate assistant at Donaldson
Company in the engine aftermarket
rebate program.
68
Augsburg Now
Maja Lisa FritzHuspen was
married May 25, 2013, to
Don Roupe. Auggies from the
Class of 2004 attending included
Adam Nugent, Carolina (Chiesa)
Nugent, and Jennifer (Holm)
Schmitt. FritzHuspen is selfemployed as an opera singer and
voice teacher.
93
In February, a Rotary Club in Loveland, Colo., honored Earl Sethre with
its Citizen of the Year Award. The award recognizes a non-Rotarian in the
community who lives out the four-way test, which asks the
questions: Is it the truth? Is it fair to all concerned? Will it
build good will and better friendships? Will it be beneficial to
all concerned? Sethre stood out to the selection committee
because of his charitable work and the number of groups
he serves.
36
04
09
Abby Ferjak married Becca
Seely on September 1
at Yale Divinity School in New
Haven, Conn. Attendants included
Bethany Hellerich, Stephanie
(Holman) Hubbard, and Kayla
Skarbakka, Augsburg College
alumnae from the Class of 2009.
12
Alison (Witt) Ellertson married Cory Ellertson ’11 in
June 2013. Four Auggies pictured
at the wedding are [L to R]: Ashley
Kappes ’11, Alison, Cory, and
Brittany Rueb ’11.
AUGGIE SNAPSHOTS
ALUMNI CLASS NOTES
Beth Franklin was featured in
a Star Tribune article in which
she described how her studies
led her to a “dream job” as a
Certified Public Accountant at
a firm serving writers, artists,
and musicians. At Augsburg,
Franklin had a double major in
music business and accounting.
The article quoted her as
saying, “I thought I’d work in
international business or for
Sony in New York. The first day
of class, the professor said,
‘Accounting is the most fun
you could have with a pencil.’ I
took my first test and aced it. I
decided, ‘I like this.’”
09
06
While at Augsburg, Kasey Yoder started
coaching youth hockey and has seen his
hard work pay off. During 2013-14, his first
year at Orono (Minn.) High School, he took
his team to the state hockey tournament. He also
was selected Section 2A Coach of the Year. Yoder
says one of the most exciting challenges in coaching
high school hockey is keeping the kids focused,
especially with everything else they have going on
in their lives. Yoder works to help young people find
balance while still being committed to success at
the arena.
WE ARE CALLED.
AUGGIES.
Andrew Kent served as goalie coach for the
Finland women’s hockey team during the
2014 Winter Olympics in Sochi, Russia. A
goalie for the Augsburg men’s hockey team
from 2005 to 2009, Kent turned his love of
hockey into a profession and serves as a
director of goaltender development for MEGA
Goaltending, a Twin Cities-based development
center for hockey goalies. He also has served
as a volunteer goalie coach for the University
of Minnesota’s women’s hockey
team for the past four seasons,
which led to his role on the
Finland coaching staff for the
Olympics.
09
14
GRADUATE PROGRAMS
While studying elementary education at Augsburg, Josh Thelemann
founded a nonprofit organization that
takes at-risk kids off the streets and
provides programs that give them a
fair shot. He named it SOS (Saving
Our Schools).
RESOURCE promoted Heidi
Kammer ’00 MSW from director
of its center for recovery services
to vice president of chemical and
mental health. She is regarded
highly by her peers and has
a passionate commitment to
RESOURCE’s mission of reducing
the disparities experienced by
the people they serve. Once
functioning as two separate
divisions, RESOURCE’s chemical
and mental health programs are in
the process of being integrated.
Susie Schatz ’09 MSW was
named director of advocacy
and volunteer services for St.
Paul-based Lutheran Social
Service of Minnesota, the state’s
oldest and largest human service
organization. In the new position,
she oversees advocacy efforts
to improve services and public
policies for people served by
the statewide organization. She
also oversees volunteer efforts
across Minnesota that advance
the mission of Lutheran Social
Service.
John Cerrito wrote the article “It’s Not
About Getting a Job, It’s About Finding a
Vocation,” for College News. In the story, he
described how internship opportunities at a
Twin Cities radio station helped him discover
and develop an enjoyable career before he
completed his degree.
11
Summer 2014
37
In memoriam
JOHN AND NORMA PAULSON
The Atrium-Link, funded in part by the Paulson family, is adorned with
a Dala horse, a nod to John’s pride in his Swedish heritage. The link is
named in memory of John’s parents, Rose E. and Johnny E. Paulson, and is
dedicated by John R. Paulson, Sr., and his children, John Reid Paulson, Mary
Jo (Paulson) Peterson ’80, Deborah Stansbury, Laurie (Paulson) Dahl ’76,
and Lisa Paulson ’80.
This summer, scenes of remembrance and honor unfolded on the the Center for Science, Business, and Religion—a capital project
John’s daughter Lisa said is fitting given her family’s numerous
beaches of Normandy as World War II veterans and their loved
career ties to the health, science, and business fields.
ones marked the 70th anniversary of D-Day—the battle recogAugsburg College President Emeritus William Frame recalls
nized as the largest sea invasion in history. The occasion was
that John and Norma were passionate about their family and
reminiscent of commemorations attended years ago by John and
friends, their hobbies and interests, and their call to better the
Norma Paulson, caring parents of Augsburg alumni and generous
world. “They were a sight from the 1930s—John driving Norma
benefactors of Augsburg College. John returned to France several
in a Packard touring car up to Augsburg House, stamping down
times as a D-Day +1 survivor. Norma joined him as a passionate
to applause…more of his panache than of his great car,” Frame
steward of history. And, together, they formed a couple who—
said. “That’s the way they ‘drove up’ to the dedication of the
when abroad—could unite people across countries and—when at
Link” and their gifts to the College.
home in Minnesota—could connect a congregation, campus, or
Throughout their lives, John
community.
and Norma connected the past to
John, who passed away June
the present and future. Whether
7, 2012—68 years to the day
Norma was funding fieldtrips for
after D-Day +1—and Norma,
grade school students from her
who passed away March 5, are
hometown of Redwood Falls,
remembered for their commitMinn. to visit the Minnesota
ted involvement in Twin Cities
Historical Society in St. Paul or
organizations ranging from Rotary
John was contributing to an organ
to Shriners, and from the Classic
fund that allowed young musiCar Club of America to the Purple
cians to practice, the Paulsons
Heart Association. The Paulsons
ensured future generations could
were successful in their careers—
At the 60th anniversary commemoration of D-Day,
engage with varying aspects of
John as a builder and Norma as a
Norma and John met and talked with actor Tom Hanks.
history.
banker—and made deeply meaningAugsburg College Pastor Emeritus David Wold recalls the
ful philanthropic gifts throughout their lives.
Paulsons as “people of tremendous faith and commitment.”
While neither John nor Norma attended Augsburg, three of
“I learned so much from John in my days at Calvary Lutheran
John’s children and a son-in-law are alumni of the College—Mary
Church and in my years at Augsburg College,” Wold said. “I
Jo (Paulson) Peterson ’80, Laurie (Paulson) Dahl ’76, David Dahl ’75,
learned about patriotism…about work ethic, about family,
and Lisa Paulson ’80. The couple’s lifetime gifts to Augsburg
about resiliency through tragedy, about benevolence, and about
exceed $2 million. In 2001, the Paulson family provided major
Packards.”
funding to complete the Atrium-Link that connects Lindell
And, Wold says he learned about the Paulsons’ “commitment
Library via skyway to an atrium between Memorial and Sverdrup
to the young and the old and to those in between.”
halls and, in 2006, they were early donors to the campaign for
38
Augsburg Now
In memoriam
Ruth A. (Guldseth) Kallevig ’43,
New Hope, Minn., age 92, on
January 29.
Cora A. (Rishovd) Steen ’44,
Phoenix, Ariz., age 93, on
January 26.
Tenner C. Thompson II ’45,
Alexandria, Minn., age 89, on
December 23.
Willis H. Johnson ’47, Willmar,
Minn., age 88, on November 1.
Carroll N. Anderson ’48, Madison,
Wis., age 89, on April 6.
Sylvia G. (Sateren) Elness ’48,
Turlock, Calif., age 87, on
December 1.
Carl N. Germundson ’48, New
Brighton, Minn., age 92, on
February 24.
Gloria (Gregguson) Johnson ’48,
Golden Valley, Minn., age 87,
on April 23.
Richard “Dick” V. Lucas ’50,
Jordan, Minn., age 87, on
January 18.
Ida Marie (Eggen) Benson ’51,
Wanamingo, Minn., age 83, on
December 24.
Wayne E. Sampson ’51,
Stillwater, Minn., age 84, on
February 22.
Bernice E. Broberg ’52, Dunseith,
N.Dak., age 83, on February 13.
Glenn E. Sieth ’52, Appleton,
Wis., age 84, on January 31.
Professor Emeritus Erwin D.
Mickelberg ’54, Bloomington,
Minn., age 87, on May 3.
Helen (Halvorson) Hjermstad ’55,
Jacksonville, Fla., age 80, on
March 17.
Ruth L. (Loland) Jarvis ’56,
Greenacres, Wash., age 79, on
March 30.
Arthur N. Johnson ’58, Crystal,
Minn., age 82, on December 1.
Gary E. Turner ’58, Hemmet,
Calif., age 78, on April 13.
Marcus W. Johnson ’59,
Moundsview, Minn., age 76, on
November 27.
Ock “Peggy” H. (Kim) Moss ’59,
Longwood, Fla., age 78, on
January 11.
Professor Emeritus Edwin J.
Saugestad ’59, Minneapolis, age
77, on March 20.
Audrey M. (Halvorson) Hovland ’61,
Alexandria, Minn., age 76, on
February 25.
Jeanette “Jeanie” L. (Robinson)
Thorpe ’62, Kandiyohi, Minn.,
age 73, on February 27.
Judy (Thompson) Eiler ’65,
Minneapolis, age 70, on
January 25.
John A. Fundingsland ’69, Eden
Prairie, Minn., age 67, on
November 26.
Stephen E. Smestad ’70, St. Clair,
Minn., age 65, on February 2.
Lavonne “Vonnie” L. Pearson ’73,
St. Paul, age 63, on April 19.
Kevin L. Boettcher ’84, Eagan,
Minn., age 52, on March 23.
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! (Digital photos must be at least 300 dpi
or a 1MB file.)
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 email alumni@augsburg.edu. You can also
submit news at augsburg.edu/alumni.
______________________________________________________
Full name
______________________________________________________
Maiden name
______________________________________________________
Class year or last year attended
______________________________________________________
Street address
______________________________________________________
City, State, ZIP code
Is this a new address? q Yes q No
______________________________________________________
Home telephone
______________________________________________________
Email
Okay to publish your email address? q Yes q No
______________________________________________________
Employer
Richard T. Olson ’86,
Minneapolis, age 55, on
December 9.
______________________________________________________
Position
Sean A. Danforth ’91, Monticello,
Minn., age 45, on February 1.
______________________________________________________
Work telephone
Susan G. (Strawn) Strawn-Whitney
’94, Excelsior, Minn., age 48,
on April 27.
Is spouse also a graduate of Augsburg College? q Yes q No
Melinda R. Longfors ’02, Maple
Grove, Minn., age 34, on
January 28.
______________________________________________________
Spouse’s name (include maiden name, if applicable)
Rae S. Ormsby ’03, Pine Island,
Minn., age 68, on February 14.
Professor Emerita Beverly C.
Durkee, Edina, Minn., age 83,
on March 31.
If yes, class year___________________________________________
Your news:
______________________________________________________
______________________________________________________
______________________________________________________
q I know a student who is interested in attending Augsburg.
Wayne C. Johnson ’58,
Minneapolis, age 83, on
March 10.
Summer 2014
39
IT TAKES AN AUGGIE
AN AUGSBURG LEGACY
LARRY AND CHERYL ’89 CROCKETT
Whether they are traveling five states
by motorcycle from Minnesota to
Tennessee, he’s teaching across
two of Augsburg College’s academic
departments, or she’s pursuing an
undergraduate degree while raising
toddlers, there’s one thing Larry and
Cheryl ’89 Crockett know well: How
to cross boundaries to arrive at a
destination that expands their horizons
and inspires others.
40
Augsburg Now
The Crocketts have a shared love
for exploring the richness that exists at
the intersections of seemingly different
frontiers. For more than 30 years, Larry
has served as an Augsburg professor of
religion and computer science. During
that time, Cheryl has experienced—
both as a student and as an Augsburg
volunteer—the rich conversations that
cross disciplines at the College.
That’s why the Crocketts decided
to make a $50,000 estate gift to the
Augsburg College campaign for the
Center for Science, Business, and
Religion (CSBR).
Both Larry and Cheryl recognize that
students in today’s world must engage in
discussions and solve complex problems
in a multinational world where science,
business, and religion intersect. And,
they’re helping to pollinate those
conversations by supporting the CSBR:
Augsburg’s boundary-breaking academic
building.
BY STEPHANIE WEISS
To read more about Larry and Cheryl or to learn about the Center
for Science, Business, and Religion, go to augsburg.edu/now.
GET IT RIGHT HERE, RIGHT NOW
Get the print edition of Augsburg Now, and more,
on your Apple or Android tablet.
Current and previous digital issues of Augsburg Now are moving out of Apple Newsstand and into a new standalone app called “Augsburg Gallery,” available on your Apple or Android tablet and offering readers even more
dynamic content. This digital experience allows you to interact with the content in a whole new way.
The new Augsburg Gallery app includes the latest issue of Augsburg Now and a special publication called
President’s Messages 2012-14. To find this new app on your tablet, search for “Augsburg Gallery” (include the
quotation marks in your search) on the Apple App Store or Google Play. For more information, go to augsburg.
edu/now/tablet.
These tablet versions are available.
AUGGIE HAS AN
APP FOR THAT!
Augsburg Gallery app
The current issue is available in
the new Augsburg Gallery app.
Photo by Tom Roster
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Auggies go green!
Augsburg College President Paul C. Pribbenow was one of several Auggies to take an inaugural ride on
the Metro Transit Green Line during its grand opening June 14. The Green Line runs from downtown
St. Paul to downtown Minneapolis and is the second Light Rail Transit (LRT) line to pass through
Cedar-Riverside—the only neighborhood in the Twin Cities with access to both LRT lines.
The addition of the Green Line expands student access to jobs, internships, and experiential education
opportunities; enhances safety in the neighborhood; and contributes to a vital urban environment for
all who live and work in the area.
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